Abstract
This chapter considers findings from a research project that explored the meaning and implications of “engagement”, and the strategies used to promote engagement, in a blended ethics education module. The module, for students of nursing, midwifery, paramedic and operating department practice, comprises face-to-face teaching and an online component containing video and written resources and activities. This was a small-scale qualitative study whereby the student researcher collected data from staff following a student–staff liaison meeting and from students following a focus group with seven participants. Three main themes emerged as key to engaging students in a blended approach: good communication between staff and students, articulating the roles of student and teacher in a consumer climate and developing social and emotional connections between students, and between staff and students.
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Costello, B., Brennan, J., Loughlin, C., Gallagher, A. (2020). Learner Engagement on a Blended Ethics Education Programme: Perspectives of Students and Teachers. In: Gravett, K., Yakovchuk, N., Kinchin, I. (eds) Enhancing Student-Centred Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35396-4_14
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DOI: https://doi.org/10.1007/978-3-030-35396-4_14
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