<p> Despite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop & Verleger, 2013; O’Flaherty & Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy & McDonald, 2008; Gopal et al., 2010; Lim & Morris, 2009; Mitchell & Honore, 2007; Okojie, Olinzock, & Boulder, 2006). There exists a danger of educators attempting the transition to blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as “the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies” (Garrison & Vaughan, 2008, p. 148), achieving meaningful learning in the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:13858536 |
| Date | 18 April 2019 |
| Creators | Dobbs, Mia Summer |
| Publisher | Pepperdine University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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