Blended learning in education: effects on knowledge and attitude.
Authors: Ireland, J., Johnson, N., Adams, D., Eboh, W. and Mowatt, E.
Journal: British journal of nursing (Mark Allen Publishing)
Volume: 18
Issue: 2
Pages: 124-130
ISSN: 0966-0461
DOI: 10.12968/bjon.2009.18.2.37868
Abstract:This article evaluates a blended learning approach in terms of the knowledge, attitude and experience of participants who completed an undergraduate module 'Research and evidence-based practice'. This article considers a longitudinal cohort study of learning approaches using mixed methods, and had three phases. Phase 1 involved a questionnaire, phase 2 a focus group, and phase 3 involved a telephone questionnaire. Phase 3 is not reported on here. The study found that the blended approach was generally well received. There were some gaps in learners' knowledge which appear to be explained by the focus group as being linked to their relative lack of experience at the time of questionnaire completion. Overall, using a blend of teaching and learning methods was generally a positive experience for students in terms of knowledge and 'usefulness'.
Source: Scopus
Blended learning in education: effects on knowledge and attitude.
Authors: Ireland, J., Johnson, N., Adams, D., Eboh, W. and Mowatt, E.
Journal: Br J Nurs
Volume: 18
Issue: 2
Pages: 124-130
ISSN: 0966-0461
DOI: 10.12968/bjon.2009.18.2.37868
Abstract:This article evaluates a blended learning approach in terms of the knowledge, attitude and experience of participants who completed an undergraduate module 'Research and evidence-based practice'. This article considers a longitudinal cohort study of learning approaches using mixed methods, and had three phases. Phase 1 involved a questionnaire, phase 2 a focus group, and phase 3 involved a telephone questionnaire. Phase 3 is not reported on here. The study found that the blended approach was generally well received. There were some gaps in learners' knowledge which appear to be explained by the focus group as being linked to their relative lack of experience at the time of questionnaire completion. Overall, using a blend of teaching and learning methods was generally a positive experience for students in terms of knowledge and 'usefulness'.
Source: PubMed
Blended learning in education: effects on knowledge and attitude.
Authors: Ireland, J., Johnson, N., Adams, D., Eboh, W. and Mowatt, E.
Journal: British journal of nursing (Mark Allen Publishing)
Volume: 18
Issue: 2
Pages: 124-130
ISSN: 0966-0461
DOI: 10.12968/bjon.2009.18.2.37868
Abstract:This article evaluates a blended learning approach in terms of the knowledge, attitude and experience of participants who completed an undergraduate module 'Research and evidence-based practice'. This article considers a longitudinal cohort study of learning approaches using mixed methods, and had three phases. Phase 1 involved a questionnaire, phase 2 a focus group, and phase 3 involved a telephone questionnaire. Phase 3 is not reported on here. The study found that the blended approach was generally well received. There were some gaps in learners' knowledge which appear to be explained by the focus group as being linked to their relative lack of experience at the time of questionnaire completion. Overall, using a blend of teaching and learning methods was generally a positive experience for students in terms of knowledge and 'usefulness'.
Source: Europe PubMed Central