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Abstract / Description of output
During the pandemic, teaching and learning was transformed at speed, requiring teaching staff who may have been unfamiliar with concepts in distance and online learning to change their practice and adopt
new ways of working. Many institutions developed frameworks to guide and support their staff in this change, but these now need to be revisited. The challenges in developing approaches to blended learning curricula at
health institutions are unique due to their reliance on place-based learning, clinical placements and the need for students to develop hands-on clinical skills. Given the unique features of clinical curricula, what does/might
a ‘good’ blended learning health curriculum look like? What kind of staff support is needed to deliver highquality learning experiences? This presentation reports on a staff survey undertaken at the Royal Veterinary
College which asked staff about their support needs to be able to plan and deliver flexible learning opportunities in place-based curricula. It reviews to what extent staff felt empowered to make changes, and
their confidence to make changes in terms of digital skills.
References
Barber, M. (2020) ‘Gravity Assist: Propelling Higher Education towards a brighter future’ London: Office for Students.
Jones-Devitt, S. (2020) Essential frameworks for enhancing student success: Flexible Learning, York: Advance HE.
QAA (2022) ‘Made Digital; Exploring Student Engagement and Performance during the shift to digital teaching, learning and assessment.'
new ways of working. Many institutions developed frameworks to guide and support their staff in this change, but these now need to be revisited. The challenges in developing approaches to blended learning curricula at
health institutions are unique due to their reliance on place-based learning, clinical placements and the need for students to develop hands-on clinical skills. Given the unique features of clinical curricula, what does/might
a ‘good’ blended learning health curriculum look like? What kind of staff support is needed to deliver highquality learning experiences? This presentation reports on a staff survey undertaken at the Royal Veterinary
College which asked staff about their support needs to be able to plan and deliver flexible learning opportunities in place-based curricula. It reviews to what extent staff felt empowered to make changes, and
their confidence to make changes in terms of digital skills.
References
Barber, M. (2020) ‘Gravity Assist: Propelling Higher Education towards a brighter future’ London: Office for Students.
Jones-Devitt, S. (2020) Essential frameworks for enhancing student success: Flexible Learning, York: Advance HE.
QAA (2022) ‘Made Digital; Exploring Student Engagement and Performance during the shift to digital teaching, learning and assessment.'
| Original language | English |
|---|---|
| Publication status | Published - 15 Mar 2024 |
| Event | 18th International Research in Distance Education and e-Learning (RIDE) conference: Learning: anything, everywhere but how? - University of London Senate House, London, United Kingdom Duration: 14 Mar 2024 → 15 Mar 2024 https://www.london.ac.uk/news-events/events/ride-2024-learning-anything-everywhere-how |
Conference
| Conference | 18th International Research in Distance Education and e-Learning (RIDE) conference |
|---|---|
| Country/Territory | United Kingdom |
| City | London |
| Period | 14/03/24 → 15/03/24 |
| Internet address |
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Dive into the research topics of 'What’s next? Blended learning frameworks in healthcare curricula: Supporting innovation post-pandemic'. Together they form a unique fingerprint.Projects
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Blended learning frameworks in healthcare curricula: Supporting innovation and success
Lindsay-McGee, V., Brewster, V. & Milner, M.
8/09/22 → …
Project: Research