University of the West of England, Faculty of Health & Life Sciences, Glenside Campus, Blackberry Hill, Bristol BS16 1DD, UK.
Nurse Educ Today. 2011 Nov;31(8):887-91. doi: 10.1016/j.nedt.2011.02.003. Epub 2011 Mar 8.
This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together.
A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone.
Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components.
Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'.
本文探讨了学生对英国继续教育（CPD）医疗背景下混合式学习模块的看法。“混合式学习”是指描述一种混合学习模式，其中传统的面对面教学方法与更新的电子学习活动和资源一起使用。
在英格兰西南部的一所大学，基于混合式学习方法，为医疗保健从业者开发了一种新的继续教育模式。作为新模块评估的一部分，进行了一项定性研究，对 17 名体验过这些模块的学生进行了电话访谈。
访谈中出现了与混合式学习模块的“混合”性质有关的三个主要主题。这些主题是：i）在线材料面对面讨论机会的问题；ii）哪些材料应该在线和面对面的问题；iii）平衡在线和面对面的组件。
从事混合式学习课程开发的教学人员需要特别注意他们开发和整合在线和面对面材料的方式。需要更多地关注为学生提供机会，让他们聚集在一起，形成一个“探究社区”。
