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Implementation of a Blended-Learning Course as Part of Faculty Development

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Implementation of a Blended-Learning Course as Part of Faculty Development. / Tolks, Daniel; Pelczar, Iwona; Bauer, Daniel et al.
In: Creative Education, Vol. 5, No. 11, 47175, 01.01.2014, p. 948-953.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Tolks, D, Pelczar, I, Bauer, D, Brendel, T, Görlitz, A, Küfner, J, Simonsohn, A & Hege, I 2014, 'Implementation of a Blended-Learning Course as Part of Faculty Development', Creative Education, vol. 5, no. 11, 47175, pp. 948-953. https://doi.org/10.4236/ce.2014.511108

APA

Tolks, D., Pelczar, I., Bauer, D., Brendel, T., Görlitz, A., Küfner, J., Simonsohn, A., & Hege, I. (2014). Implementation of a Blended-Learning Course as Part of Faculty Development. Creative Education, 5(11), 948-953. Article 47175. https://doi.org/10.4236/ce.2014.511108

Vancouver

Tolks D, Pelczar I, Bauer D, Brendel T, Görlitz A, Küfner J et al. Implementation of a Blended-Learning Course as Part of Faculty Development. Creative Education. 2014 Jan 1;5(11):948-953. 47175. doi: 10.4236/ce.2014.511108

Bibtex

@article{dd28ee355f9a48f8940b1abd20eb8052,
title = "Implementation of a Blended-Learning Course as Part of Faculty Development",
abstract = "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.",
keywords = "Health sciences",
author = "Daniel Tolks and Iwona Pelczar and Daniel Bauer and Thomas Brendel and Anja G{\"o}rlitz and Julia K{\"u}fner and Angelika Simonsohn and Inga Hege",
year = "2014",
month = jan,
day = "1",
doi = "10.4236/ce.2014.511108",
language = "English",
volume = "5",
pages = "948--953",
journal = "Creative Education",
issn = "2151-4755",
publisher = "Scientific Research Publishing Inc",
number = "11",

}

RIS

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 -

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Research output: Journal contributions › Other (editorial matter etc.) › Research

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