What is it about?
Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face , or with a blended learning model. Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.
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Why is it important?
Long-term effects (1.5 year follow-up) on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain.
Perspectives
I hope this article incites teachers to give blended learning a try and to experience with other teaching and learning settings for more effective and students orientated learning.
Ursula Eckler
FH Campus Wien
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This page is a summary of: Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: E..., International Journal of Health Professions, November 2017, De Gruyter,
DOI: 10.1515/ijhp-2017-0025.
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