The Context Of Blended Learning Environments: Lessons We Have Learned

Authors

DOI:

https://doi.org/10.55016/ojs/pplt.v7Y2024.77687

Abstract

Let us lay the context for our conversation: My senior level undergraduate nursing students, all of whom were doing their clinical experience at health care centres in Calgary, appreciated not having to travel to the University after their clinical day to have a face-to-face hour session with myself as their instructor. In previous years, we used a platform called Blackboard, and then Desire to Learn. Each student described what they had learned that day. When we had our face-to-face weekly session on non-clinical days, they reviewed their peer group projects. In providing course feedback, students emphasized that the online approach facilitated their peer group learning and enhanced their confidence in doing classroom presentations.

Author Biographies

Sandra P. Hirst, University of Calgary

Dr. Sandra Hirst is an Associate Professor  emeritus in the Faculty of Nursing at the University of Calgary. Sandra is widely known in the field of gerontology as an educator, clinician, and researcher. She has been a consultant for HRSDC, Health Canada, and Alberta Justice. Her research interests are wide-ranging: including gerontological education, long-term care, person-centred dementia care, and disaster and emergency preparedness.She has received three teaching awards, including one from the Government of Alberta. 

Carole-Lynne LeNavenec, University of Calgary

Dr Carole-Lynne LeNavenec is an accomplished academic and advocate for blended learning. She consistently advocates for students. Dr. LeNavenec has taught online and by blended learning strategies for several decades.

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Published

2024-06-26