Implementation of a Blended-Learning Course as Part of Faculty Development
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Implementation of a Blended-Learning Course as Part of Faculty Development. / Tolks, Daniel; Pelczar, Iwona; Bauer, Daniel et al.
in: Creative Education, Jahrgang 5, Nr. 11, 47175, 01.01.2014, S. 948-953.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Implementation of a Blended-Learning Course as Part of Faculty Development
AU - Tolks, Daniel
AU - Pelczar, Iwona
AU - Bauer, Daniel
AU - Brendel, Thomas
AU - Görlitz, Anja
AU - Küfner, Julia
AU - Simonsohn, Angelika
AU - Hege, Inga
PY - 2014/1/1
Y1 - 2014/1/1
N2 - At the medical faculty at the Ludwig-Maximilians University in Munich many E-Learning resources are available to students, but they are rarely implemented in a Blended-Learning scenario. To foster this, a Blended-Learning course following the Inverted Classroom (IC) model as part of the faculty development curriculum has been developed. An initial 10-day E-Learning phase was based on the following six modules: E-Learning and Blended-Learning basics, Learning Management Systems, Virtual Patients, educational videos, the IC model and other E-Learning methods. In the following half-day face-to-face workshop the course participants applied their knowledge to common teaching scenarios. The course was well accepted by the participants and will be further developed and continued as part of the faculty development curriculum.
AB - At the medical faculty at the Ludwig-Maximilians University in Munich many E-Learning resources are available to students, but they are rarely implemented in a Blended-Learning scenario. To foster this, a Blended-Learning course following the Inverted Classroom (IC) model as part of the faculty development curriculum has been developed. An initial 10-day E-Learning phase was based on the following six modules: E-Learning and Blended-Learning basics, Learning Management Systems, Virtual Patients, educational videos, the IC model and other E-Learning methods. In the following half-day face-to-face workshop the course participants applied their knowledge to common teaching scenarios. The course was well accepted by the participants and will be further developed and continued as part of the faculty development curriculum.
KW - Health sciences
UR - https://www.mendeley.com/catalogue/30034eb2-61aa-3948-ac94-cd708f350717/
U2 - 10.4236/ce.2014.511108
DO - 10.4236/ce.2014.511108
M3 - Journal articles
VL - 5
SP - 948
EP - 953
JO - Creative Education
JF - Creative Education
SN - 2151-4755
IS - 11
M1 - 47175
ER -