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dc.contributor.authorAlmendingen, Kari
dc.contributor.authorMolin, Marianne
dc.contributor.authorSaltyte Benth, Jurate
dc.date.accessioned2022-01-21T13:59:00Z
dc.date.available2022-01-21T13:59:00Z
dc.date.created2021-03-23T11:13:45Z
dc.date.issued2021
dc.identifier.issn1916-7342
dc.identifier.urihttps://hdl.handle.net/11250/2838753
dc.description.abstractBackground: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course. Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p < 0.05). Conclusions: The study demonstrated the feasibility of the blended learning approach. However, IPL activities that are explicitly inclusive for all students should be created for future courses.en_US
dc.language.isoengen_US
dc.publisherCISP Pressen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectBlended learningen_US
dc.subjectInterprofessional learningen_US
dc.subjectHealth studiesen_US
dc.subjectSocial studiesen_US
dc.subjectTeacher educationen_US
dc.titleLarge-Scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an Exploratory Study.en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://jripe.org/index.php/journal/article/view/319
dc.identifier.cristin1900196
dc.source.journalJournal of Research in Interprofessional Practice and Educationen_US
dc.source.volume11en_US
dc.source.issue1en_US
dc.source.pagenumber1-16en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal