title: Designing blended learning interventions for the 21st century student.
abstract: The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach.
authors.affiliation: Department of Human Anatomy and Physiology, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa seagleton@uj.ac.za.
authors.forename: Saramarie
authors.initials: S
authors.lastname: Eagleton
mesh_terms: D004493:Education / Q000592:standards / Q000639:trends*; D006801:Humans; D007858:Learning; D008962:Models, Theoretical; D013334:Students
keywords: blended learning; instructional design; learning interventions; learning strategies; teaching strategies