The purpose of this paper is to examine how collaborative IT-design integrated in pedagogic designs can create motivation and transfer from an educational setting into the student’s clinical education. Learning design for higher education can be challenging, especially in subjects with great quantities of theoretical material and where students have difficulties in linking theory with practice. This paper reports a case study in the nurse bachelor education, in which the subject studied is “Organization, administration and management”. Former evaluations 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 observation, focus group interviews as instruments to collect data. The learning experiment is based on blended learning theory and explores ways of creating motivational learning designs to enhance transfer. In a blended learning environment the teacher must create a community of inquiry and consider factors such as social, 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.
|Publikationsdato||14 okt. 2014|
|Status||Udgivet - 14 okt. 2014|
- blended learning