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A Blended Approach To Learning: Added Value And Le
A blended approach to learning: added value and le
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A blended approach to learning: added value and lessons learnt from students’ use of computer-based materials for neurological analysis
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A blended approach to learning: added value and le
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A Blended Approach To Learning: Added Value And Le
Introduction
Physiotherapy students require observational and analytical skills to enable them to
evaluate patient neurological disorders in the clinical setting. Large increases in numbers of students at the University of Birmingham have made the provision of opportunities for students to deve...
Blackwell Publishing Ltd.Oxford, UKBJETBritish Journal of Educational Technology0007-1013British Educational Communications and Technology Agency, 2005January 2005365839849ArticlesA blended approach to
learningBritish Journal of Educational Technology
British Journal of Educational Technology Vol 36 No 5 2005 839–849
A blended approach to learning: added value and lessons
learnt from students’ use of computer-based materials for
neurological analysis
Alison Davies, Jill Ramsay, Helen Lindfield and John Couperthwaite
Dr Alison Davies is Research Projects’ Officer for the Learning Development Unit at the University of
Birmingham. Dr Jill Ramsay and Helen Lindfield lecture on the BSc Physiotherapy course in the School
of Health Sciences at the same university. Dr John Couperthwaite was IT Developer and Web Coordinator
for this school. Address for correspondence: Dr A. Davies, Learning Development Unit, Information
Services, University of Birmingham, UK. Email: a.davies.1@bham.ac.uk
Abstract
This paper examines BSc Physiotherapy students’ experiences of developing
their neurological observational and analytical skills using a blend of
traditional classroom activities and computer-based materials at the University
of Birmingham. New teaching and learning resources were developed and
supported in the School of Health Sciences using Web Course Tools combined
with a wide range of video clips of patients with neurological disorders on CD-
ROM. These resources provided students with the opportunity to observe “real
patients” prior to clinical placements, thus bridging the gap between their
theoretical understanding of these disorders and their practical experience of
evaluating abnormal movement in the clinical setting. This paper considers
how this blended approach to learning enhanced students’ experiences of
developing their neurological skills and of preparing for their clinical
placements. This paper also discusses the lessons that have been gained from
students’ experiences to provide future or similar projects with the opportunity
to learn from these experiences.
, 840 British Journal of Educational Technology Vol 36 No 5 2005
paper explores how this blend of traditional teaching methods and the use of Web
Course Tools (WebCT) to integrate video clips on CD-ROM with online multiple choice
questions enhanced students’ learning experiences on the neurology module of the BSc
Physiotherapy course.
Although evaluation of students’ experiences suggested that there were significant
benefits to adopting a blended approach to learning, there were also a number of lessons
to be learnt from these experiences. This paper considers lessons that can be learnt from
the project, thus acknowledging that failures are just as important as successes in
shaping future course developments and allowing “potential innovators to learn” from
these experiences (Shephard, 2003, p. 300). In light of this, it is also argued that the
use of learning technologies in the context of acquiring and developing physiotherapy
skills is not sufficient on its own to enhance the student experience. A blend of tradi-
tional and computer-based approaches offers the greatest potential for meeting the
needs of physiotherapy students.
A blended approach—some considerations
As with the brass section of the orchestra, [eLearning] is an exciting, jazzy, and complementary
section, but it is not the entire orchestra. Nor is it the only section of the orchestra worth listening
to (Wheeler, Frawley & Davis 2000).
This paper begins from the premise that e-learning is not a replacement for traditional
modes of learning (such as face-to-face teaching), but is something that can complement
and support traditional approaches to produce a stimulating and motivating environ-
ment that enhances the learning and teaching experience. As Wheeler et al (2000)
suggest above, e-learning is not sufficient on its own, but should be incorporated with
other modes of learning to be of greatest benefit to staff, students, and the institution
as a whole. Indeed, Laurillard (1996) also notes that “a mix of teaching and learning
methods will always be the most efficient way to support student learning, because only
then is it possible to embrace all the activities of discussion, interaction, adaptation, and
reflection, which... are essential for academic learning.”
Within physiotherapy undergraduate education, a wide variety of teaching and learn-
ing methods are presented to students (such as problem-based learning and practical
sessions analysing “normal” movement of peers). This combination of methods and the
use of WebCT to integrate video clips and formative assessment tools bring together the
best features of traditional classroom activities and e-learning aiming to effectively
support the different needs and learning styles of each learner. Here, video clips of
patient movement disorders enable students to transfer knowledge and skills developed
in the classroom to the analysis of specific neurological conditions. The integration of
formative assessment with video clips encourages students to explore the clinical setting
in a “safe” environment and to repeat clips and questions if necessary. This blended
approach thereby encourages independent learning and ensures that students inte-
grate theory and practice as they develop clinical reasoning skills that are vital as
qualified practitioners.
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