Blended learning in context

BL is an evolving concept that is open to many interpretations, which in its turn has caused confusion over what it actually means both for students and lecturers. This was illustrated in my study through the mixed definitions and understandings of BL by all the participants. BL can be described as both simple and complex (Garrison and Kanuka 2004). Its

simplicity is in the integration of face-to-face classroom education and online learning. The complexity of BL is in the limitless possibilities as to how to deliver the knowledge for example, through group work, simulation, lecture or role play as illustrated by the lecturers in my study. The period between 2003 and 2006 has been termed the ‘definition period’ in relation to BL (Guzer and Caner 2014). Most of the papers published during this period dealt with defining BL (Singh 2003, Adams 2004, Oliver and Trigwell 2005, Bonk and Graham 2006, Glenn 2006). This stresses the importance afforded to obtaining a consensus on the term BL.

For BL to work there needs to be effective mixing of the two components (face-to-face and e-learning). It is essential that one component is not acting as a separate entity but the two are integrated to make a whole. Each component, although separate, has a specific role within the BL process and works together to develop a cohesive approach to teaching and learning. Therefore obtaining a detailed definition and indeed consensus as to what BL actually is remains a challenge (Picciano et al. 2014). The original working definition developed in chapter two has been altered slightly as a result of the findings from my research. E-learning has been replaced by the widely endorsed term ‘technology enhanced learning’ (Garrison and Vaughan 2013, Phillips et al. 2013,Kirkwood and Price 2014, Picciano et al. 2014).Technology enhanced learning incorporates e-leaming but also takes into consideration the use of other technologies such as simulation, interactive white boards and the use of discussion forums online as an example. The term ‘students’ has been replaced by ‘individuals’. The rationale for this alteration is that individual could

encompass both students and lecturers. The educational experience is, of course, primarily about the student. However for excellent educational delivery the lecturer also needs to be part of the enhanced educational experience. This was born out by the discussions with the lecturers during the interview process. It is an inclusive definition that comprises the two major components that inform BL.

‘Blended learning is a mixture o f approaches to teaching and learning that encompasses

face-to-face teaching and technology enhanced learning to enrich the individual’s

educational experience ’

This definition has arisen from the literature but primarily from the comments from the lecturers and students involved in the study. The lecturer and student interviews identified several facets that made up BL. Arguably BL has endless possibilities but the components of BL highlighted in this study showed BL to be made up of e-learning, clinical practice, field work, reflection and face-to-face interaction. The face-to-face interaction took a variety of forms: seminars, field work, simulation, discussion boards, group work and lectures. BL is potentially an evolving mode of education as it is possible to add

continually to what is included. With the increase in the scope of technological advances it is likely that BL as a phenomenon will alter (Picciano et al. 2014). It is this flexibility that creates the positive and dynamic aspects of BL.

The learning outcomes of the module will enable the lecturer to use a variety of methods within the classroom as well as within the e-learning platform. It is essential the lecturers consider the best way to teach a given subject and then use technology to enhance the learning and teaching experience (Laurillard 2002). The type of module will lend itself to different ways of learning. Rowe et al. (2012) reiterated this and stressed that BL is ‘context dependent’ and that it remains challenging to generalise ideas across disciplines. Students undertaking a practical module for example the PICU module will require ‘hands on’ experiences. The use of simulation as part of BL allows the student to ‘learn by doing’.

In contrast the physiology module is theoretical in nature, as the lecturer discussed in the findings the BL approach employed consisted of a didactic approach in class and the use of quizzes on line. Both these examples illustrate the diversity of BL. Lean et al. (2013) supported the use of BL in higher education as it allows development of a higher level of understanding. Reflecting critically on learning (Garrison and Kanuka 2004) and clinical experience endorses the fact that students in higher education should be able to reach a higher level of understanding. Nurse education, indeed nursing as a whole, needs the profession to become critical thinkers to reflect on incidents in practice and to learn from them.

Understanding what BL is and what the mixed modalities can do to enhance the learning and teaching experience will encourage adoption and acceptance (Carbonell et al. 2013). There is a need to ensure that all those involved in BL are ready for its adoption. This begins at organisational level and filters down towards the individual (Carbonell et al. 2013, Wong et al. 2013). The person must see the potential need for the change. This is not just at lecturer level but also students must understand what BL is and why it is being

endorsed.