Possibilities and pitfalls of introducing educational innovation: reflection on processes and outcomes in a blended learning design for undergraduate student nurses

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Barrett, P. (2008). Possibilities and pitfalls of introducing educational innovation: reflection on processes and outcomes in a blended learning design for undergraduate student nurses. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 591-601). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29667.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
ISBN 1-880094-66-5
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Author

Penelope Barrett, University of Northern British Columbia, Canada

Abstract

Systematically applied, reflection is a process that can improve practice and release potential for informed, constructive change. This paper is a critical, reflective evaluation of online innovations in an undergraduate nursing course, with suggestions for strategies that can work to encourage students’ engagement with each other in active learning. Key components and learning activities are discussed, as implemented within a course offered to third year, undergraduate student nurses. Pausing to reflect on the—at times—discomforting nexus between expected and actual outcomes, I highlight how introducing innovation can yield both unintended consequences and unexpected rewards for students and instructor.

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