About this paper

Appears in:
Pages: 492-499
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

E-LECTURER FEEDBACK OF THE INCLUSION OF BLENDED LEARNING IN UNDERGRADUATE OCCUPATIONAL THERAPY

P. Barnard-Ashton

University of the Witwatersrand (SOUTH AFRICA)
The Department of Occupational Therapy (DOT) is developing a blended learning curriculum with the guidance and support service of the School of Therapeutic Science e-Learning Project. This Participatory Action Research (PAR) study facilitates, documents and researches the efficacy of the inclusion of e-Learning tools into the third and fourth year occupational therapy curriculums. The PAR is a cyclical process which is regularly repeated during the academic year. At the start of each cycle the baseline status of e-Learning in the curriculum will be evaluated. The lecturers of the DOT will participate in brainstorming workshops to develop the e-Learning intervention tools and content. Efficacy measures will be designed during the workshops. The e-Learning intervention will be implemented, the measurement data gathered and then analysed using mixed methods. The results of each cycle will form the baseline analysis and interpretation information for reflection status for the following cycle. The study will be conducted over two full academic years starting in January 2010.

This paper presents the results of a survey, focus group and record review of the primary qualities of the e-Lecturer after the first term of blended learning. The qualities measured through the study are: Beliefs, Thinking (clinical reasoning), Attitude, Behaviour, Teaching-Learning Artefacts (output), and Performance. The population is the 12 lecturers of the DOT, a graphic designer and the researcher, who all participate actively in the study. The results of the study are both reflective and formative. There is a strong belief in the value of blended learning, but also frustrations related to e-Lecturer’s computer skills and technical support for back-end technology. All e-Lecturers have actively engaged in blended learning during this term and report that the e-Learners are motivated to engage in these activities. This paper reviews the tools most frequently applied and their perceived value.
@InProceedings{BARNARDASHTON2010ELE,
author = {Barnard-Ashton, P.},
title = {E-LECTURER FEEDBACK OF THE INCLUSION OF BLENDED LEARNING IN UNDERGRADUATE OCCUPATIONAL THERAPY},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {492-499}}
TY - CONF
AU - P. Barnard-Ashton
TI - E-LECTURER FEEDBACK OF THE INCLUSION OF BLENDED LEARNING IN UNDERGRADUATE OCCUPATIONAL THERAPY
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 492
EP - 499
ER -
P. Barnard-Ashton (2010) E-LECTURER FEEDBACK OF THE INCLUSION OF BLENDED LEARNING IN UNDERGRADUATE OCCUPATIONAL THERAPY, EDULEARN10 Proceedings, pp. 492-499.
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