دورية أكاديمية
Developing a Personalised, Evidence-Based and Inclusive Learning (PEBIL) Model of Blended Learning: A Cross-Sectional Survey
| العنوان: | Developing a Personalised, Evidence-Based and Inclusive Learning (PEBIL) Model of Blended Learning: A Cross-Sectional Survey |
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| اللغة: | English |
| المؤلفون: | Hassoulas, Athanasios (ORCID |
| المصدر: | Education and Information Technologies. 2023 28(11):14187-14204. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Models, Evidence Based Practice, Blended Learning, Medical Education, Educational Technology, Foreign Countries, Electronic Learning, Medical Students, Student Experience, Student Satisfaction, Undergraduate Students, Graduate Students, Educational Quality |
| مصطلحات جغرافية: | United Kingdom (Wales) |
| DOI: | 10.1007/s10639-023-11770-0 |
| تدمد: | 1360-2357 1573-7608 |
| مستخلص: | Whilst the use of various blended learning models preceded the COVID-19 pandemic, the abrupt shift to remote delivery served as catalyst within the sector in enhancing digital solutions to meet immediate student needs. As we emerge from the pandemic, a return to purely didactic and impersonal in-person teaching seems anticlimactic, with the return to the lecture theatre seeing many lecturers trialling various digital tools in creating more interactive in-person, synchronous, and asynchronous sessions. In evaluating students' experiences of the various tools and approaches applied by academic staff, a survey was developed by a multidisciplinary team of educators at Cardiff University's School of Medicine exploring student perceptions of e-learning resources (ELRs), as well as student experiences of various blended learning approaches. The primary aim of this study was to evaluate student experience, satisfaction, and engagement with ELRs and blended learning. A total of 179 students (undergraduate and postgraduate) completed the survey. 97% confirmed that e-learning resources were blended within the teaching they received, with 77% rating the quality of e-learning as good-to-excellent and 66% reporting a preference for asynchronous resources that enable them to learn at their own pace. A variety of platforms, tools, and approaches were identified by students as meeting their diverse learning needs. We therefore propose a personalised, evidence-based and inclusive learning (PEBIL) model enabling the application of digital technologies both on and offline. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1400869 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1360-2357 1573-7608 |
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| DOI: | 10.1007/s10639-023-11770-0 |