How ‘blended’ is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context

Margaret  Glogowska; Pat Young; Lesley Collier; Pam Moule

doi:10.1016/j.nedt.2011.02.003

How ‘blended’ is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context

Margaret Glogowska, Pat Young, Lesley Collier, Pam Moule

SHLS Nursing & Midwifery

Research output: Contribution to journal › Article

Abstract

This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. ‘Blended learning’ is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together

Original language	English
Pages (from-to)	887-891
Number of pages	5
Journal	Nurse Education Today
Volume	31
Issue number	8
DOIs	https://doi.org/10.1016/j.nedt.2011.02.003
Publication status	Published - Nov 2011

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10.1016/j.nedt.2011.02.003

http://dx.doi.org/10.1016/j.nedt.2011.02.003

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Glogowska, M., Young, P., Collier, L., & Moule, P. (2011). How ‘blended’ is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context. Nurse Education Today, 31(8), 887-891. https://doi.org/10.1016/j.nedt.2011.02.003

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How ‘blended’ is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context. / Glogowska, Margaret ; Young, Pat; Collier, Lesley; Moule, Pam.

In: Nurse Education Today, Vol. 31, No. 8, 11.2011, p. 887-891.

Research output: Contribution to journal › Article

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