Development And Evaluation Of Case-based Blended Learning

Objectives1.To develop a case-based blended learning model.2.To evaluate the effects of the case-based blended learning model in Geriatric Nursing.Methods This study was divided into two parts.The first part was to develop a case-based blended learning model including ‘pre-class,in-class,after-class’ and online and offline learning through literature research,brainstorming and expert panel meeting.The second part 277 undergraduate nursing students were recruited.The control group received the traditional case-based learning;and the experimental group received the case-based blended learning.The self-directed learning ability,critical thinking ability,learning strategy and course scores were collected.Furthermore,the interviews were conducted to elicit the experience of the experimental group students’ participating in the case-based blended learning.Results1.The findings showed that the case-based blended learning model and the traditional case-based learning model were both effective in improving the students’ self-directed learning ability.However,no significant difference was detected between the two learning models in the total scores as well as the scores of each dimension(P>0.05).2.The findings showed that the experimental group had higher scores in the dimension of analytical ability and cognitive maturity after the case-based blended learning(P<0.05).The control group had higher scores in the dimension of cognitive maturity after the traditional case-based learning(P<0.05).No significant difference was detected between the two learning models in the total scores as well as the scores of each dimension(P>0.05).3.The case-based blended learning model and the traditional case-based learning model were both effective in improving the students’ learning strategies.No significant difference was identified between the two learning models in the total scores as well as the scores of each dimension after learning(P>0.05).4.There was no significant difference in the course scores between two groups in terms of the final examination scores and usual academic performance.5.96.69% of students agreed that the flipped classroom would be beneficial;94.32%of students believed that flipped classroom improved the personalized learning environment;92.02% of students agreed that it’s easy to learning on Internet;92.2%of students agreed that online learning is useful;and 93.38% of students recognized the interactivity of face-to-face classroom teaching.In terms of perceived value,80.14% of students felt that it takes less time in the flipped classroom;86.7% of students approved the improvement of personal initiative;87% of students expressed satisfaction with the flipped classroom model.6.The interview with students who participated in the blended learning showed that this new type of learning model promotes their active learning,the ability of combining theory with practice,and collaborative learning among team members.However,they also stated that they encountered difficulties in learning particularly at the very beginning,which caused learning burden.Conclusions Both the case-based blended learning model and the traditional case-based learning model can improve students’ self-directed learning ability and learning strategies.However,our results suggest that the case-based blended learning model shows promising results in terms of active learning,training clinical nursing thinking,and collaborative learning.