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The integration of blended learning into an occupational therapy curriculum: a qualitative reflection
BACKGROUND: This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). METHOD: This is a qualitative reflection of a Participatory Action Research (PAR) study us...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5580267/ https://www.ncbi.nlm.nih.gov/pubmed/28859649 http://dx.doi.org/10.1186/s12909-017-0977-1 |
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author | Barnard-Ashton, Paula Rothberg, Alan McInerney, Patricia |
author_facet | Barnard-Ashton, Paula Rothberg, Alan McInerney, Patricia |
author_sort | Barnard-Ashton, Paula |
collection | PubMed |
description | BACKGROUND: This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). METHOD: This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield’s model for critical reflection of an educator’s practice. The model uses four ‘lenses’ through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners’ eyes; Lens 3) our colleagues’ experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. RESULTS: The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were “drivers of change” and “outcomes of BL integration”. Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. CONCLUSION: Brookfield’s model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum. |
format | Online Article Text |
id | pubmed-5580267 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-55802672017-09-07 The integration of blended learning into an occupational therapy curriculum: a qualitative reflection Barnard-Ashton, Paula Rothberg, Alan McInerney, Patricia BMC Med Educ Research Article BACKGROUND: This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). METHOD: This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield’s model for critical reflection of an educator’s practice. The model uses four ‘lenses’ through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners’ eyes; Lens 3) our colleagues’ experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. RESULTS: The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were “drivers of change” and “outcomes of BL integration”. Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. CONCLUSION: Brookfield’s model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum. BioMed Central 2017-08-17 /pmc/articles/PMC5580267/ /pubmed/28859649 http://dx.doi.org/10.1186/s12909-017-0977-1 Text en © The Author(s). 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Barnard-Ashton, Paula Rothberg, Alan McInerney, Patricia The integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
title | The integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
title_full | The integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
title_fullStr | The integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
title_full_unstemmed | The integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
title_short | The integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
title_sort | integration of blended learning into an occupational therapy curriculum: a qualitative reflection |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5580267/ https://www.ncbi.nlm.nih.gov/pubmed/28859649 http://dx.doi.org/10.1186/s12909-017-0977-1 |
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