Blended learning as an effective pedagogical paradigm for biomedical science

  • Perry Hartfield School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, Australia
Keywords: blended learning, biomedical science, biochemistry, laboratory skills, asynchronous learning, synchronous learning, constructive alignment, authentic assessment, engagement, feedback.

Abstract

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.

 

DOI: 10.18870/hlrc.v3i4.169

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Published
2013-11-22
How to Cite
Hartfield, P. (2013). Blended learning as an effective pedagogical paradigm for biomedical science. Higher Learning Research Communications, 3(4), 59-67. https://doi.org/10.18870/hlrc.v3i4.169
Section
Articles