Eagleton Saramarie
Department of Human Anatomy and Physiology, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
Adv Physiol Educ. 2017 Jun 1;41(2):203-211. doi: 10.1152/advan.00149.2016.
The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach.
高等教育中不同学生群体的学习需求对教育工作者提出了挑战，要求他们设计出满足21世纪学生需求的学习干预措施。开发了一个模型，以帮助讲师，特别是那些刚进入该行业的讲师，采用混合式方法为生理学设计有意义的学习干预措施。该模型的目的是鼓励学习干预措施的系统开发，而其用途是提供可用于开发适当的操作性学习干预措施的概念和沟通工具。鼓励采用一种鼓励挑战四个象限的全脑方法。该模型的主要观点是首先确定学习任务要求，因为这些要求将为学习干预措施的设计和开发提供信息，以促进学习及其评估。内容的交付基于混合式方法。
