Exploring the use of a community of practice to improve blended and flipped approaches to teaching and learning health sciences

Conference item


Clarkson, Georgia and Dark, Leigha. (2017). Exploring the use of a community of practice to improve blended and flipped approaches to teaching and learning health sciences. Australia: Higher Education Research and Development Society of Australasia. pp. 73 - 83
AuthorsClarkson, Georgia and Dark, Leigha
Abstract

With technology becoming increasingly prevalent, the higher education sector is facing the challenge of implementing blended learning. Traditionally health disciplines have delivered programs using a blend of face-to-face and clinical placement experiences, taught by academic staff with considerable clinical experience. Experienced clinicians in higher education roles do not necessarily have teaching backgrounds. Therefore, learning technologies can present additional challenges for these academics. This pilot project introduced a cross-disciplinary community of practice (CoP) to support health science academics to implement blended learning strategies. Academics from thirteen health disciplines were given a small financial incentive to develop blended units, participate in regular, facilitated meetings (via face-to-face, online, phone or videoconference modalities) and communicate through a web platform. The effectiveness of the CoP as a vehicle to promulgate blended learning pedagogies was evaluated using Goal Attainment Scaling (GAS) and focus groups. Evidence indicated that the CoP produced favourable outcomes. These included improved understanding of blended learning pedagogy, improved confidence in implementing these approaches and the production of high quality learning materials. In addition to evidence of significant activity within the CoP itself, data indicated evidence of increased participation in blended learning activities at its peripheries in several discipline areas. Establishment of a CoP within a diverse faculty assisted academics to overcome some of the pedagogical, personal, and organisational barriers to implementing blended learning strategies. Use of a CoP approach may prove a valid means of facilitating good practice in blended learning, within other contexts involving diverse groups of individuals.

KeywordsBlended learning; community of practice; goal attainment scaling (GAS)
Year2017
JournalResearch and Development in Higher Education: Curriculum Transformation
PublisherHigher Education Research and Development Society of Australasia
ISSN1441 001X
Publisher's version
File Access Level
Controlled
Journal citation40, pp. 73 - 83
Page range73 - 83
ISBN978-0-9945546-6-6
Research GroupSchool of Allied Health
Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/86qyx/exploring-the-use-of-a-community-of-practice-to-improve-blended-and-flipped-approaches-to-teaching-and-learning-health-sciences

Restricted files

Publisher's version

  • 129
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Factors that influence success when training videofluoroscopic swallowing study analysts
Edwards, Ann, Froude, Elspeth, Dark, Leigha and Carding, Paul. (2023). Factors that influence success when training videofluoroscopic swallowing study analysts. Speech, Language and Hearing. 26(3), pp. 223-234. https://doi.org/10.1080/2050571X.2023.2171952
What is the price of excellence in learning and teaching? Exploring the costs and benefits for diverse academic staff studying online for a GCHE supporting the SoTL
Owens, Alison, Daddow, Angela, Clarkson, Georgia and Nulty, Duncan. (2021). What is the price of excellence in learning and teaching? Exploring the costs and benefits for diverse academic staff studying online for a GCHE supporting the SoTL. Teaching and Learning Inquiry: the ISSOTL Journal. 9(1), pp. 161-179. https://doi.org/10.20343/TEACHLEARNINQU.9.1.12
State of the Evidence Traffic Lights 2019 : Systematic review of interventions for preventing and treating children with cerebral palsy
Novak, Iona, Morgan, Catherine, Fahey, Michael, Finch-Edmondson, Megan, Galea, Claire, Hines, Ashleigh, Langdon, Katherine, Namara, Maria Mc, Paton, Madison C. B., Popat, Himanshu, Shore, Benjamin, Khamis, Amanda, Stanton, Emma, Finemore, Olivia P., Tricks, Alice, te Velde, Anna, Dark, Leigha, Morton, Natalie and Badawi, Nadia. (2020). State of the Evidence Traffic Lights 2019 : Systematic review of interventions for preventing and treating children with cerebral palsy. Current Neurology and Neuroscience Reports. 20(3), pp. 1-21. https://doi.org/10.1007/s11910-020-1022-z
Selecting, developing and supporting key word sign vocabularies for children with developmental disabilities
Dark, Leigha, Brownlie, Elizabeth and Bloomberg, Karen. (2019). Selecting, developing and supporting key word sign vocabularies for children with developmental disabilities. In In Grove, Nicola and Launonen, Kaisa (Ed.). Manual Sign Acquisition in Children with Developmental Disabilities pp. 215 Nova Science Publishers.
Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience
Clarkson, Georgia. (2018). Evaluating the potential of iPads to actively engage paramedicine students in an authentic learning experience. Australasian Journal of Paramedicine. 15(1), p. Article 2. https://doi.org/10.33151/ajp.15.1.548
Creating inter-professional collaboration opportunities within curriculum: an exploration of the impact on professional identity
Dark, Leigha and Sheppard, Loretta. (2017). Creating inter-professional collaboration opportunities within curriculum: an exploration of the impact on professional identity. Australia: Higher Education Research and Development Society of Australasia. pp. 128 - 140
Community ambulance response trolleys: Preparing students for the paramedic workplace
Clarkson, Georgia and Gangell, Heath. (2017). Community ambulance response trolleys: Preparing students for the paramedic workplace. Australasian Journal of Paramedicine. 14(1), pp. 1 - 7. https://doi.org/10.33151/ajp.14.1.529
Communication changes experienced by adults with cerebral palsy as they age
Dark, Leigha, Clemson, Lindy and Balandin, Susan. (2016). Communication changes experienced by adults with cerebral palsy as they age. International Journal of Speech-Language Pathology. 18(6), pp. 521 - 532. https://doi.org/10.3109/17549507.2016.1143976
Novak et al. reply
Novak, Iona, McIntyre, Sarah, Morgan, Catherine, Campbell, Lanie, Dark, Leigha, Morton, Natalie, Stumbles, Elise, Wilson, Salli-Ann and Goldsmith, Shona. (2014). Novak et al. reply. Developmental Medicine and Child Neurology. 56(4), pp. 403 - 406. https://doi.org/10.1111/dmcn.12426
A systematic review of interventions for children with cerebral palsy : state of the evidence
Novak, Iona, Mcintyre, Sarah, Morgan, Catherine, Campbell, Lanie, Dark, Leigha, Morton, Natalie, Stumbles, Elise, Wilson, Salli-Ann and Goldsmith, Shona. (2013). A systematic review of interventions for children with cerebral palsy : state of the evidence. Developmental Medicine and Child Neurology. https://doi.org/10.1111/dmcn.12246
Women with physical disability and the mammogram :An observational study to identify barriers and facilitators
Poulos, Ann, Balandin, Susan, Llewellyn, Gwynnyth, McCarthy, Louella and Dark, Leigha. (2011). Women with physical disability and the mammogram :An observational study to identify barriers and facilitators. Radiography. 17(1), pp. 14 - 19. https://doi.org/10.1016/j.radi.2010.07.001
Communicating about loss: Experiences of older Australian adults with cerebral palsy and complex communication needs
Dark, Leigha, Balandin, Susan and Clemson, Lindy. (2011). Communicating about loss: Experiences of older Australian adults with cerebral palsy and complex communication needs. Communication Disorders Quarterly. 32(3), pp. 176 - 189. https://doi.org/10.1177/1525740109353936