Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

Autor/in	Hartfield, Perry
Titel	Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science
Quelle	In: Higher Learning Research Communications, 3 (2013) 4, S.59-67 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-6254
Schlagwörter	Blended Learning; Biomedicine; Educational Benefits; Models; Student Centered Learning; Introductory Courses; Asynchronous Communication; Biochemistry; Laboratory Training; Science Process Skills; Alignment (Education); Science Tests; Web Based Instruction; Transformative Learning + Suchen Sie Ihr Suchwort? Biomedizin; Bildungsertrag; Analogiemodell; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Einführungskurs; Biochemie; Laborkunde; Web Based Training; Pädagogische Transformation
Abstract	Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science. [This paper was presented at the International Conference on Teaching and Learning (ICTL) (4th, Bangkok, Thailand, Nov 13-15, 2013).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01