Students' engagement in and perceptions of blended learning in a clinical module in a veterinary degree program

Kelly, R.F., Mihm-Carmichael, M. and Hammond, J.A. (2021) Students' engagement in and perceptions of blended learning in a clinical module in a veterinary degree program. Journal of Veterinary Medical Education, 48(2), pp. 181-195. (doi: 10.3138/jvme.2019-0018) (PMID:31873057)

[img] Text
198146.pdf - Accepted Version



Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degree programs such as veterinary medicine in which students need the flexibility to undertake intra- and extramural activities to develop the range of competencies required to achieve professional qualification. Yet how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial is unclear. We evaluated blended learning through review of student feedback on a 4-week clinical module in a veterinary degree program. The module combined face-to-face sessions with online resources. Feedback was collected by means of a structured online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from students’ learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities, whereas online resources were considered effective for facilitating module organization and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills in which students valued a combination of visual resources and practical activities. Although we identified several limitations with online resources that need to be addressed when constructing blended courses, blended learning shows potential to enhance student-led learning in clinical courses.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Kelly, Mr Rob and Hammond, Mrs Jennifer and Mihm Carmichael, Dr Monika
Authors: Kelly, R.F., Mihm-Carmichael, M., and Hammond, J.A.
College/School:College of Medical Veterinary and Life Sciences > School of Biodiversity, One Health & Veterinary Medicine
Journal Name:Journal of Veterinary Medical Education
Publisher:University of Toronto Press
ISSN (Online):1943-7218
Published Online:20 December 2019
Copyright Holders:Copyright © 2019 AAVMC
First Published:First published in Journal of Veterinary Medical Education 48(2): 181-195
Publisher Policy:Reproduced in accordance with the publisher copyright policy

University Staff: Request a correction | Enlighten Editors: Update this record