Presentation during OOFHEC2018 Conference (10-12 October 2018) at Aarhus University in Aarhus, Denmark

1. The Online, Open and Flexible
Higher Education Conference
2018
(OOFHEC2018)
Blended and Online Learning: Changing the
Educational Landscape
Hosted by Aarhus University Denmark
Friday 12th October 2018
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2. Is a blended learning approach
appropriate to deliver
competency- based training for
Allied Health Professionals?
Presenter: Ms. Kirpa Chandan
Project Team:
Ms. Kirpa Chandan, Dr. Carmel Kealey,
Mr. Pat Timpson, Dr. Brian Murphy.
Faculty of Science & Health
Athlone Institute of Technology
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3. Case Study Area within the Allied Health
Care Professions: Hearing Aid Audiology
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Ageing population:
more people are
suffering with
Presbyacusis (age-
related hearing loss)
Regular social noise
exposure is resulting in
increased noise-induced
hearing loss across the
population

4. Hearing Aid Audiology
Unaddressed hearing loss is
one of the major health
challenges facing developed
countries (Lamb &
Archibold, 2016).
The World Health
Organisation (WHO)
estimates that adult hearing
loss will be in the top ten
disease burdens by 2030
(Mathers & Loncar, 2006).
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5. Subsequent effects of increased
incidence of hearing loss
• The need for Audiologists and Hearing Aid Audiologists is rapidly
increasing.
• A Higher Certificate in Science (Hearing Aid Audiology)
Programme was designed in 2014 for trainee Hearing Aid
Audiologists working in the private sector in the Republic of
Ireland.
• AIT is still the only institution delivering such a programme in the
Republic of Ireland and Northern Ireland.
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6. Background
• Original Programme was validated in 2012
• First cohort graduated in November 2015
• Part-Time Programme – one day per week at AIT
• 2015-2016: Extensive Review of Existing Programme
• Stakeholder Feedback – Multiple Focus Groups
• Series of consultative meetings and surveys were carried out
with representative stakeholders (employers, staff, alumni etc.)
in order to improve future offerings.
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7. Feedback from Stakeholders
2015-2016
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8. Key Findings from the Survey I
• The profession were probed
on potential obstacles which
might dissuade them from
attending or sending their
staff on a training programme
• Cost and time away from
practice were found to be the
major concerns
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47%
74%
37%
80%
0% 20% 40% 60% 80% 100%
Study Abroad
Time Away from
Practice
Time Away from
Home
Cost Implications
Barriers to Registering on a Programme
Figure 1 Barriers to attending a programme

9. Key Findings from the Survey II
• The profession was surveyed
in relation to the Blended
Learning mode of delivery for
the Higher Certificate in
Science (Hearing Aid
Audiology) programme.
• 80% were in favour of this
mode of delivery.
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80%
10%
10%
Blended Learning Mode of
Delivery for Programme
Yes
No Opinion
No
Figure 2 Suitability of a Blended Learning mode of
delivery

10. Key Findings from the Survey III
• The profession were asked if
they would release
employees registered on the
programme to attend AIT for
a total of six weeks over two
years to complete the Higher
Certificate in Science (Hearing
Aid Audiology) programme.
• 79% agreed to this time slot.
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79%
21%
Send Staff to AIT for Six
Weeks over Two Years
Yes
No
Figure 3 Staff release time to AIT

11. Key Findings from the Survey III
• The participants surveyed
were asked if they felt
computer skills should be
included in the programme.
• 84% indicated a preference
for this.
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84%
11%
5%
Potential Applicants Interested
in Computer Skills
in the Programme Delivery
Yes
No Opinion
No
Figure 4 Inclusion of computer skills in the programme
delivery

12. Outcomes of Stakeholder Feedback
• Converted the Programme to a blended mode of
delivery
• Quality & Qualifications Ireland (QQI) (2015) released a
national White Paper around the same time which
guided the process of Programme conversion
• Programme remained a 2 year part-time programme
• The converted programme required that an applicant
must be working in a Hearing Aid Dispensing/Audiology
environment with an appropriate Practice Tutor in place.
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13. Blended Learning Programme
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14. Programme Delivery via blended
learning
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Seven
residential
weeks at the
academic
institution
during the two
years
Online Distance
Learning (ODL)
Work-based
training in the
work-place

15. Structure of HC in Hearing Aid
Audiology Programme
Year 1 – Semester 1 (TOTAL 30 credits) ECTS Credits Mode of
Delivery
Learning and Development for Higher Education
(Hearing Aid Audiology)
5 AIT & DL
Quantitative Methods for the Health Sciences
(Auditory Science)
5 AIT & DL
Anatomy and Physiology 5 AIT & DL
Acoustics and Sound Perception 5 AIT& DL
Clinical Skills
5 AIT & work-
based
Auditory Assessment I 5 AIT & DL
11/20/2018 15

16. Structure of HC in Hearing Aid
Audiology Programme
Year 1 – Semester 2 (TOTAL 30 credits) ECTS Credits Mode of
delivery
Audiological Instrumentation
5 AIT & work-
based
Preparation for Work-Based Clinical Practice 5 DL
Pathophysiology of Hearing and Balance 5 DL
Introduction to Hearing Aids 5 AIT & DL
Clinical Skills
5 AIT & work-
based
Auditory Assessment I 5 AIT & DL
11/20/2018 16

17. Structure of HC in Hearing Aid
Audiology Programme
Year 2 – Semester 3 (TOTAL 30 credits) ECTS Credits Mode of
delivery
Hearing Aid Technology
5 AIT & DL &
work-based
Auditory Assessment II 5 AIT & DL
Work-Based Clinical Practice in Hearing Aid
Audiology
20 Work-based
11/20/2018 17

18. Structure of HC in Hearing Aid
Audiology Programme
11/20/2018 18
Year 2 – Semester 4 (TOTAL 30 credits) ECTS Credits Mode of
Delivery
Hearing Aid Technology
5 AIT & DL &
work-based
Rehabilitation and Management of Adults with
Hearing Difficulties
5 AIT & DL
Rehabilitation and Management of Adults with
Tinnitus
5 AIT & DL
Health Promotion 5 DL
Business Management 5 DL & work-
based
Auditory Assessment II 5 AIT & DL

19. Challenges of competency based
learning in the work-place
Training in the
work-place is as
consistent as
possible across
sites
Training in
competency
areas is to the
recognised
standards
To try and
achieve
consistency to
recognised
standards across
work-place
providers- 3
strategies were
employed
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20. Strategies employed to ensure
Suitability of Work-Based Training
1. Entry requirement onto the course requires that each student
has a main Practice Tutor with a specific set of qualifications
and experience
2. Every main work-based site for each student was audited by
representatives from the academic institution for both
education & clinical suitability
3. Each main Practice Tutor had to attend a mandatory Practice
Tutor’s Training Day led by the academic institution
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21. Audits of Work-Based Training Sites
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staff
expertise
health and
safety
work-based
induction
processes for
trainees
study
support
standards of
the technical
procedures
carried out
within the
work place
viewing of
equipment
and
resources

22. Training day for the work-based
providers
providing
formative
feedback
quality
assurance and
assessment
programme
structure and
content
learning styles
blended
learning
standards of
practice in the
work-place
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23. Evaluating if the blended learning
approach has been an
appropriate method of delivery
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24. 2018
• 1st cohort on the redeveloped programme commenced in
October 2016 and have now completed the 2 year programme
• 2nd iteration of blended learning programme commenced in
October 2017
• The project team are reviewing the programme to evaluate if the
blended learning approach has been sufficient for competency
based training and whether the current course can be enhanced
further
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25. Proposed Study
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26. Aims of study
• 1. Evaluate experiences of the blended learning
approach where work-based learning is a key
component
• 2. Analyse if the blended learning is an appropriate
approach when competency training is involved
• 3. Assess the advantages and limitations of a blended
learning approach which incorporates online learning,
traditional face to face learning and work-based training.
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27. Current study data strands
Structured
Questionnaires
for Students
Structured
Questionnaires
& Focus Groups
with Staff
teaching on the
Programme
Questionnaires
for Practice
Tutors &
Assistant
Tutors in the
work-place
Focus groups
with Company
representatives
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28. Blended learning feedback:
Dr Brian Murphy
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29. Blended learning feedback:
Dr Carmel Kealey
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30. End of academic year student Feedback
Positives
• Convenience of not having to
attend campus regularly
• Quality of webinar delivery
• Attendance to AIT in block weeks
beneficial
• Enjoyed face to face time
• Continuous assessments
(courseworks) well-spaced out
Areas for improvement
• One or two more residential weeks
would be preferred
• Sometimes difficult to “get your
head in to” a webinar in the
evening after a full day’s work
• Sometimes it would be beneficial
to ask questions verbally (as
opposed) to chat room during live
webinars
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31. Conclusion
• The experiences of a blended learning approach have been
largely positives: main areas for enhancement would be
negotiating with students’ employers to consider adding a
further residential week to the course (as feedback to-date
indicates most students want more face to face time)
• A blended learning approach can work for competency based
training programmes
• Where work-based practical training is a component of the
blended approach, the academic institution must ensure to the
largest extent possible, that training is consistent and to
recognised standards
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32. Conclusion
•The concept of combining ODL, face to face
learning and work-based learning can be rolled
out to multiple professions internationally
•The project team invite other academic
institutions thinking of developing blended
learning programmes, which are work-based
learning based in other professions to co-
collaborate on this project.
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33. References:
• Lamb, B., & Archibold, S. (2016) Adult Hearing Screening: Can we
afford to wait any longer? UK: The Ear Foundation.
• Quality & Qualifications Ireland (QQI). (2015). White Paper:
Statutory Quality Assurance Guidelines for Flexible and
Distributed Learning, In Consultation. Dublin: QQI.
• Mathers, C. & Loncar, D. (2006) Projections of global mortality
and burden of disease from 2002 to 2030. PLoS Medicine, (3).
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34. Acknowledgements:
• Dr Don Faller, Dean of Faculty of Science & Health, AIT
• Dr Pearse Murphy, Head of Department of Nursing &
Healthcare, AIT
• Professor Mark Lutman, Emeritus Professor of
Audiology, University of Southampton
• Professor Gerald-Armstrong Bednall, Emeritus
Professor of Audiology, De Montfort University
• Students, Graduates, Practice Tutors, Assistant Tutors
and company representatives
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35. Project Team Contact details:
• Ms Kirpa Chandan, Programme Co-ordinator & Lecturer In
Audiology:
• kchandan@ait.ie
• Dr Brian Murphy, Senior Lecturer, Faculty of Science & Health:
bmurphy@ait.ie
• Dr Carmel Kealey, Lecturer, Faculty of Science & Health:
ckealey@ait.ie
• Mr Pat Timpson, Strategic Advisor to the Institute:
ptimpson@ait.ie
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