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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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, University of Northern British Columbia, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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.

Citation

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, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 591-601). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2020 from .

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