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Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
Learning through e-situated challenges
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Learning through e-situated challenges

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  • 1. ‘ 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 .
  • 2.  
  • 3. Background
    • Nursing therapeutics
      • Lectures, tutorials, laboratory work, consultations
      • WebCT
      • Assessment
        • Group project with online peer review
        • Examination
  • 4. Group project
    • Project topics:
      • diabetes mellitus
      • colorectal cancer
  • 5. 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
  • 6. Blended case-based learning
  • 7. Results and findings
    • Experiencing peer feedback
    • Teacher guidance
    • Confidence in providing peer assessment
    • Ability to provide effective feedback
    • Factors contributing to effective peer assessment
  • 8. Experiencing peer feedback
  • 9. Teacher guidance
  • 10. Confidence in providing peer assessment mark / feedback
  • 11. Ability to provide effective feedback
  • 12. 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
  • 13. Final submission
  • 14. 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 .

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