1. A blended learning approach for
study days:
Enhancing the learning experience
Mr James Little (Learning Technologist)

2. Background
• Administering intra-muscular injections:
Updating staff on IM injection technique, appropriate equipment, patient
preparation, pre- and post-assessment, and infection control issues.
• One full study day
• Variable delivery locations
• Repeated many times a year
• Resource intensive
• Combination of theoretical knowledge and practical skills

3. General Considerations
„External‟ pressures Pedagogical
• Allow more effective • Allow student-led
use of time learning
• Allow more study days vs. • Self-identification of
to be run learning needs
• External pressures can be used as an opportunity to
reconsider current educational methods/pedgagogy
• Any changes should be appropriate, pedagogically
sound and advantage (or at least not disadvantage) the
student experience.

4. Rationale for blended learning
External Pressures
• Staff time commitments reduced once online
learning created
• Allows more study days to run
• Enables students to attend more easily (half day
vs. full day of leave from work)

5. Rationale for blended learning
Pedagogical
Study day split into:
Theoretical knowledge Practical skills
• Online self-directed learning • Classroom based tutor-led
• Work through learning at their • More effective use of the
own pace time as already prepared
• Test their own working
knowledge prior to attendance
• Self-identify further learning
needs.

6. Creating blended learning
Pedagogical
• Study resources already
written
• Re-evaluated for online
learning
• Course Notes
• MCQs (self-test)
• Links to further reading
• Specific break-up of topic
areas

7. Creating blended learning
Technical
• Created in MOODLE
• Lots of options/future flexibility
• Students self-enrol to access,
bypassing central registrations
issues

8. Homepage

9. Course Notes

10. MCQs

11. Student Feedback
January - May 2011, 251 students
 Much needed update/refresher provided in a relaxed and supportive
atmosphere.
 Further reading could be easily accessed via online course.
 Evidence-based content, linking theory to practice.
 Online component was excellent preparation for classroom session.
 Information on how to give IM injections in different sites seen as
extremely valuable.
 Content of study days was relevant to students‟ current practice and
increased their confidence in performing IM injections.

12. Summary
• It is possible to respond to a „changing environment‟ and
deliver an improvement to the student experience
• Pedagogical considerations need to be central, if not the
main driver of change
• External pressures can be used as an opportunity to
rejuvenate currently in-place educational
methods/pedagogy

13. Summary
• It is possible to “do more with less”. After an initial
investment of time to create the online component
tutor-led teaching time has been reduced by half.
BUT:
• This is not at the expense of the overall amount of learning being
reduced.
• On longer courses and tutor-led online activity this may not be
the case
• Freed-up time could either be used for further enriching teaching
or organisational needs
• Most importantly, the student experience and outcomes
have been improved

14. The future…
• Re-appraising all existing study days within department
• Need ability to be flexible
• Delivery
• Technology choices
(non-standard student access to MOLE?)

15. Any Questions?