Adopting a blended approach to learning: Experiences from radiography at Queen Margaret University

M.M. Cockbain, C.M. Blyth, Catherine Bovill, Kate Morss

Research output: Contribution to journalArticlepeer-review


The perspective of the radiography teaching team at Queen Margaret University(QMU) was that a transmission mode of programme delivery was sub-optimal in helping students to learn and make links between theory and practice. Programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students’ control over their own learning. Online tasks within Web Classroom Tools (WebCT) were used as an integral part of careful programme design, which resulted in a programme enabling synthesis of the skills, knowledge and competencies acquired in the academic and clinical environments. With the move towards a more learner-centred, blended educational experience for the students the lecturers’ role shifted to that of facilitator with WebCT providing the tutor with a more transparent view of student learning. Lecturers plan learning activities that build upon the skills students have developed through learning in groups, online and in class. The explicit connections that now exist between the academic programme and the opportunities for applying knowledge in practice allow students to engage more deeply in their learning.
Original languageEnglish
Pages (from-to)242-246
Number of pages5
Issue number3
Publication statusPublished - 2009


  • flipped classroom
  • blended learning
  • student engagement


Dive into the research topics of 'Adopting a blended approach to learning: Experiences from radiography at Queen Margaret University'. Together they form a unique fingerprint.

Cite this