Abstract
The aim of the project was to bridge the gap between theory and practice by working more collaboratively, both peer-to-peer and between student and lecturer.
Furthermore the aim was to create active learning environments.
The methodology of the project is Design-Based Research (DBR). The idea behind DBR is that new knowledge is generated through processes that simultaneously develop, test and improve a design, in this case, an educational design (1) The main principles used in the project is blended learning and flipped learning (2).
…"I definitely learn best in practice, but the theory on the videos is brilliant and helped me a lot. In my opinion the way the subjects are merged is very good! "... Student.
…"The organizational change gives me a much better opportunity to differentiate the teaching and to guide the class when needed."... Teacher.
…"The students are very active and engaged in working with the assignments in the classroom."... External assesor, observer and interviewer
Based on the different evaluations, the conclusion are that the blended learning approach combined with the ‘flipped classroom’ is a very good way to learn and apply the anatomy, both for the students and lecturers.
LITERATURE CITED:
1) Collins et al, 2004, Design Research: Theoretical and Methodological Issues. Journal of the Learning Sciences, 13(1), 15-42.
2) Bergmen J, Sams A, 2014, Flipped Learning, International Society for Technology in Education
Furthermore the aim was to create active learning environments.
The methodology of the project is Design-Based Research (DBR). The idea behind DBR is that new knowledge is generated through processes that simultaneously develop, test and improve a design, in this case, an educational design (1) The main principles used in the project is blended learning and flipped learning (2).
…"I definitely learn best in practice, but the theory on the videos is brilliant and helped me a lot. In my opinion the way the subjects are merged is very good! "... Student.
…"The organizational change gives me a much better opportunity to differentiate the teaching and to guide the class when needed."... Teacher.
…"The students are very active and engaged in working with the assignments in the classroom."... External assesor, observer and interviewer
Based on the different evaluations, the conclusion are that the blended learning approach combined with the ‘flipped classroom’ is a very good way to learn and apply the anatomy, both for the students and lecturers.
LITERATURE CITED:
1) Collins et al, 2004, Design Research: Theoretical and Methodological Issues. Journal of the Learning Sciences, 13(1), 15-42.
2) Bergmen J, Sams A, 2014, Flipped Learning, International Society for Technology in Education
| Originalsprog | Dansk |
|---|---|
| Publikationsdato | 10 nov. 2016 |
| Antal sider | 1 |
| Status | Udgivet - 10 nov. 2016 |
| Begivenhed | 4th European Congress of the European Region of the World Confederation of Physical Therapy - Liverpool, Storbritannien Varighed: 11 nov. 2016 → 12 nov. 2016 http://www.liverpool2016.com/ |
Konference
| Konference | 4th European Congress of the European Region of the World Confederation of Physical Therapy |
|---|---|
| Land/Område | Storbritannien |
| By | Liverpool |
| Periode | 11/11/16 → 12/11/16 |
| Internetadresse |
Emneord
- fysioterapi