Developing a personalised, evidence-based and inclusive learning (PEBIL) model of blended learning: A cross-sectional survey

Hassoulas, Athanasios ORCID: https://orcid.org/0000-0002-1029-1847, de Almeida, Andreia ORCID: https://orcid.org/0000-0002-6889-1503, West, Hannah ORCID: https://orcid.org/0000-0002-6104-6534, Abdelrazek, Mohamed and Coffey, Marcus J. 2023. Developing a personalised, evidence-based and inclusive learning (PEBIL) model of blended learning: A cross-sectional survey. Education and Information Technologies 10.1007/s10639-023-11770-0

Preview

PDF - Accepted Post-Print Version Download (2MB) | Preview

Abstract

Whilst the use of various blended learning models preceded the COVID-19 pandemic, the abrupt shift to remote delivery served as catalyst within the sector in enhancing digital solutions to meet immediate student needs. As we emerge from the pandemic, a return to purely didactic and impersonal in-person teaching seems anticlimactic, with the return to the lecture theatre seeing many lecturers trialling various digital tools in creating more interactive in-person, synchronous, and asynchronous sessions. In evaluating students’ experiences of the various tools and approaches applied by academic staff, a survey was developed by a multidisciplinary team of educators at Cardiff University’s School of Medicine exploring student perceptions of e-learning resources (ELRs), as well as student experiences of various blended learning approaches. The primary aim of this study was to evaluate student experience, satisfaction, and engagement with ELRs and blended learning. A total of 179 students (undergraduate and postgraduate) completed the survey. 97% confirmed that e-learning resources were blended within the teaching they received, with 77% rating the quality of e-learning as good-to-excellent and 66% reporting a preference for asynchronous resources that enable them to learn at their own pace. A variety of platforms, tools, and approaches were identified by students as meeting their diverse learning needs. We therefore propose a personalised, evidence-based and inclusive learning (PEBIL) model enabling the application of digital technologies both on and offline

Item Type:	Article
Date Type:	Published Online
Status:	Published
Schools:	Medicine
Publisher:	Springer
ISSN:	1360-2357
Date of First Compliant Deposit:	26 May 2023
Date of Acceptance:	26 March 2023
Last Modified:	10 Nov 2024 19:30
URI:	https://orca.cardiff.ac.uk/id/eprint/159991

Actions (repository staff only)

Edit Item