Best Practices for Use of Blended Learning
Best Practices for Use of Blended Learning
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DOI：
10.5688/ajpe81349
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发表时间：
2017-01-01
影响因子：
3.3
通讯作者：
Pitterle, Michael E.
中科院分区：
文献类型：
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作者：
Margolis, Amanda R.;Porter, Andrea L.;Pitterle, Michael E.
Objective.从学生的角度确定混合学习的教学最佳实践建议。创建了三个焦点小组，每个小组在药学院的前三年。焦点小组讨论的录音和转录的内容分析。从焦点小组中确定了10个教学最佳实践：设置舞台，团队教学时的一致性，发布材料的及时性，任务时间，在线活动的责任，使用结构化主动学习，教师使用学生准备的反馈，将学生反馈纳入课程，在课堂上简短回顾在线材料，并确保技术是用户友好的。使用混合式学习的教师应该考虑将这些最佳实践纳入他们的课程设计和管理中。需要进行更多的评估，看看这些做法的实施是否会影响学生的表现。
Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective.Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis.Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly.Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.