Factors that influence a group of MBChB lecturers to use blended learning in their teaching
| dc.contributor.advisor | Archer, Elize | en_ZA |
| dc.contributor.advisor | Strydom, Sonja | en_ZA |
| dc.contributor.author | Brits, Elizabeth | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. | en_ZA |
| dc.date.accessioned | 2021-02-23T07:22:26Z | |
| dc.date.accessioned | 2021-04-22T10:11:47Z | |
| dc.date.available | 2021-02-23T07:22:26Z | |
| dc.date.issued | 2021-03 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH SUMMARY: Information and communication technologies (ICTs) are globally an emerging development in education. The trend is increasingly to integrate blended learning approaches in higher education institutions to create alternative learning opportunities. Blended learning has the possibility of accommodating students in making learning more accessible and creating a more satisfying learning experience. However, lecturers do not appear to be convinced of the benefits of using digital technologies in their teaching. Digital technologies are often only used for tasks such as word processing and internet searches instead of for the full benefits they can offer in teaching and learning. This raised the question of what the different factors are that influence MBChB lecturers’ integration of blended learning in their teaching. The study took on a qualitative exploratory research design in an attempt to better understand how teachers view blended learning and to possibly identify factors that enhance or inhibit their use of digital technologies in their teaching. The population for this study consisted of the ten module co-ordinators in the third year of the MBChB programme. Semi-structured, individual interviews were conducted with a total of eight participants. All the participants were experts in their respective medical fields, with several years of teaching experience both in the clinical and classroom settings. The participants were from a variety of specialities within medicine, which aided in rich data collection. The transcribed interviews were coded and then themes were grouped by means of a thematic analysis process. This study identified five main themes with various subthemes. These were meaning-making of blended learning, the medical curriculum, teachers’ individual differences, the medical student and institutional factors. It was evident that teachers’ dual role as clinicians and teachers as well as their multiple responsibilities influence their behaviour in the implementation of a blended learning approach. It was also found that the learning environment plays a key role in a clinician teacher’s implementation of a blended learning approach. Lastly, the importance of faculty development was highlighted and it is clear that teachers need continuous support and development in the implementation process, which implies longitudinal faculty development opportunities. These findings indicate that blended learning is not necessarily as useful in all learning environments, and that some teachers actually fail to see the usefulness of blended learning in the clinical learning environment. However, contextualised faculty development opportunities could inform the affordances of blended learning in the different learning environments. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Inligting- en kommunikasietegnologiee (IKT's) is toenemend ‘n wereldwye ontwikkeling in hoeronderwys. Die neiging is om gemengde leerbenaderings te integreer om sodoende alternatiewe leergeleenthede te skep. Gemengde leer hou moontlikhede in om leer toegankliker te maak vir die student en dus 'n bevredigende leerervaring te skep. Dit blyk egter dat dosente nie oortuig is van die voordele van die gebruik van digitale tegnologiee in hul onderrig nie. Digitale tegnologiee word dikwels slegs gebruik vir eenvoudige take, soos woordverwerking en internetsoektogte, in plaas daarvan om die volle voordele te trek wat gemengde leer in onderrig kan bied. Dit het die vraag laat ontstaan wat die verskillende faktore is wat die MBChB-dosente se integrasie van gemengde leer in hul onderrig beinvloed. Die studie het 'n kwalitatiewe ondersoekende navorsingsontwerp gevolg om te poog om 'n beter begrip te vorm van dosente se verstaan van gemengde leer; asook faktore te identifiseer wat die gebruik van digitale tegnologiee in onderrig verbeter of belemmer. Die navorsingsgroep vir hierdie studie het uit die tien module-koordineerders in die derde jaar van die MBChB-program bestaan. Daar is semi-gestruktureerde, individuele onderhoude met agt deelnemers gevoer. Die deelnemers, is kundiges in hulle onderskeie mediese velde, en het ook elk 'n paar jaar onderrigervaring in die kliniese en klaskameromgewing. Die feit dat die deelnemers, verteenwoordigend was van verskeie spesialisvelde in die gesondheidsberoepe, het bygedra tot die insameling van insiggewende data. Die getranskribeerde onderhoude is gekodeer, deur 'n tematiese ontledingsproses te volg, en daarna volgens temas gegroepeer. Vyf hooftemas, asook subtemas, is in hierdie studie geidentifiseer. Dit sluit in, die verstaan van gemengde leer (meaning-making), die mediese kurrikulum, dosente se individuele verskille, die mediese student en institusionele faktore. Die dosente vertolk beide die rol van medikus sowel as die van dosent. Die veelvuldige verantwoordelikhede beinvloed hul benadering tot die implementering van gemengde leer. Die bevinding is dat die leeromgewing 'n sleutelrol speel by die kliniese dosent in die implementering van 'n gemengde leerbenadering. Deur die beklemtoning van fakulteitsontwikkeling, kom dit na vore dat dosente 'n behoefte het aan deurlopende ondersteuning en ontwikkeling in die implementeringsproses. Dit impliseer langdurige fakulteitsontwikkelingsgeleenthede. Ten slotte is die bevinding dat gemengde leer nie noodwendig nuttig is in alle leeromgewings nie, en dat sommige dosente nie die voordele van gemengde leer binne die kliniese leeromgewing insien nie. Gekontekstualiseerde fakulteitsontwikkelingsgeleenthede kan egter die voordeel van gemengde leer binne die verskillende leeromgewings rig en bevorder. | af_ZA |
| dc.description.version | Masters | |
| dc.embargo.terms | 2024-03-01 | |
| dc.format.extent | xii, 137 pages : illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/110268 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Blended learning -- Education (Higher) | en_ZA |
| dc.subject | Education, Higher -- Computer-assisted instruction | en_ZA |
| dc.subject | Information technology -- Study and teaching (Higher) | en_ZA |
| dc.subject | UCTD | |
| dc.title | Factors that influence a group of MBChB lecturers to use blended learning in their teaching | en_ZA |
| dc.type | Thesis | en_ZA |
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