‘ Learning through e-situated challenges’ Dr Paula Hodgson Education Development Centre, Ms Kitty Chan and Ms Liu Yat Wa, Justina School of Nursing, Hong Kong Polytechnic University, Hong Kong SAR, China. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .

Background Nursing therapeutics Lectures, tutorials, laboratory work, consultations WebCT Assessment Group project with online peer review Examination

Nursing therapeutics

Lectures, tutorials, laboratory work, consultations

WebCT

Assessment

Group project with online peer review

Examination

Group project Project topics: diabetes mellitus colorectal cancer

Project topics:

diabetes mellitus

colorectal cancer

Group project Project topics diabetes mellitus [DM] colorectal cancer [CC] Three stages Stage 1: written report [10%] Stage 2: peer group comment [5%] Stage 3: finalized report [15%] Five students per group as assigned by lecturers Grouping acute client care: secondary level of prevention health promotion: primary and tertiary level of prevention paired up as peer groups for assignment critique

Project topics

diabetes mellitus [DM]

colorectal cancer [CC]

Three stages

Stage 1: written report [10%]

Stage 2: peer group comment [5%]

Stage 3: finalized report [15%]

Five students per group as assigned by lecturers

Grouping

acute client care: secondary level of prevention

health promotion: primary and tertiary level of prevention

paired up as peer groups for assignment critique

Blended case-based learning

Results and findings Experiencing peer feedback Teacher guidance Confidence in providing peer assessment Ability to provide effective feedback Factors contributing to effective peer assessment

Experiencing peer feedback

Teacher guidance

Confidence in providing peer assessment

Ability to provide effective feedback

Factors contributing to effective peer assessment

Experiencing peer feedback

Teacher guidance

Confidence in providing peer assessment mark / feedback

Ability to provide effective feedback

Factors contributing to effective peer assessment Clear guidelines from the teacher Structured marking sheet need to practise using them in exercises before applying them to assess peer work Students perceived greater validity in comments provided by the teacher

Clear guidelines from the teacher

Structured marking sheet

need to practise using them in exercises before applying them to assess peer work

Students perceived greater validity in comments provided by the teacher

Final submission

Conclusion Using cases in learning can encourage students to actively examine the complexity of real-life issues . Working in groups in a blended learning environment has the advantage that students can receive in-time facilitation from the teacher in person and through the online environment. Students had greater satisfaction in the learning process and achieved better grades .

Using cases in learning can encourage students to actively examine the complexity of real-life issues .

Working in groups in a blended learning environment has the advantage that students can receive in-time facilitation from the teacher in person and through the online environment.

Students had greater satisfaction in the learning process and achieved better grades .