Abstract
The purpose of this paper is to examine how collaborative IT‐design
integrated in pedagogic designs can create motivation and transfer from an edu‐
cational setting into the student’s clinical education. Learning design for higher
education can be challenging, especially in subjects with great quantities of theo‐
retical material and where students have difficulties in linking theory with prac‐
tice. This paper reports a case study in the nurse bachelor education, in which the
subject studied is “Organization, administration and management”. Former eval‐
uations indicate great student dissatisfaction. The ways of teaching in this subject
was dominated by lectures from one teacher and oral student presentations.
Many students felt excluded and frustrated after class and could not relate the
subject content to the hospital context. In this design we carry out experiments
with Flipped Learning integrating Otto Scharmer’s Theory U as a motivational
pedagogical model to ensure quality and a meta perspective in linking theory into
internship. The research design is inspired by action science research experiment
and is ontologically embedded with practice as it employs participatory observa‐
tion, focus group interviews as instruments to collect data. The learning experi‐
ment is based on blended learning theory and explores ways of creating motiva‐
tional learning designs to enhance transfer. In a blended learning environment
the teacher must create a community of inquiry and consider factors such as so‐
cial, teaching and cognitive presence. This paper is an account of an investigation
into how online activities combined with the principles of Flipped Learning can
create and enhance motivation.
integrated in pedagogic designs can create motivation and transfer from an edu‐
cational setting into the student’s clinical education. Learning design for higher
education can be challenging, especially in subjects with great quantities of theo‐
retical material and where students have difficulties in linking theory with prac‐
tice. This paper reports a case study in the nurse bachelor education, in which the
subject studied is “Organization, administration and management”. Former eval‐
uations indicate great student dissatisfaction. The ways of teaching in this subject
was dominated by lectures from one teacher and oral student presentations.
Many students felt excluded and frustrated after class and could not relate the
subject content to the hospital context. In this design we carry out experiments
with Flipped Learning integrating Otto Scharmer’s Theory U as a motivational
pedagogical model to ensure quality and a meta perspective in linking theory into
internship. The research design is inspired by action science research experiment
and is ontologically embedded with practice as it employs participatory observa‐
tion, focus group interviews as instruments to collect data. The learning experi‐
ment is based on blended learning theory and explores ways of creating motiva‐
tional learning designs to enhance transfer. In a blended learning environment
the teacher must create a community of inquiry and consider factors such as so‐
cial, teaching and cognitive presence. This paper is an account of an investigation
into how online activities combined with the principles of Flipped Learning can
create and enhance motivation.
Originalsprog | Engelsk |
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Titel | Proceedings of the 13th European Conference on e-Learning |
Redaktører | Rikke Ørngreen, Karin Tweddell Levinsen |
Forlag | Academic Conferences and Publishing International |
Publikationsdato | 30 okt. 2014 |
Sider | 305-312 |
ISBN (Trykt) | 978-1-910309-67-4 |
Status | Udgivet - 30 okt. 2014 |
Begivenhed | 13th European Conference on e-Learning - Aalborg University, Copenhagen, Copenhagen, Danmark Varighed: 30 okt. 2014 → 31 okt. 2014 Konferencens nummer: 13 |
Konference
Konference | 13th European Conference on e-Learning |
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Nummer | 13 |
Lokation | Aalborg University, Copenhagen |
Land/Område | Danmark |
By | Copenhagen |
Periode | 30/10/2014 → 31/10/2014 |