Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China
Objectives This study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL) and educational effectiveness.Design A qualitative study employing groun...
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2025-01-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/15/1/e089612.full |
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| author | Xi Chen Lei Zhou Lin Lv Chunhui Zhang Xi Yu Sisi Li Xunchen Liao Shaoyu Wu |
| author_facet | Xi Chen Lei Zhou Lin Lv Chunhui Zhang Xi Yu Sisi Li Xunchen Liao Shaoyu Wu |
| author_sort | Xi Chen |
| collection | DOAJ |
| description | Objectives This study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL) and educational effectiveness.Design A qualitative study employing grounded theory methodology with semistructured individual and group interviews.Setting A tertiary medical university after institution-wide educational reforms.Participants One administrator, 11 faculty members and 30 third-year preclinical medical students were recruited to participate in the study.Results The analysis of faculty and student perceptions yielded two core categories from faculty and three from students. Faculty highlighted the comparison between face-to-face and online instruction, emphasising the influence of students’ learning attitudes, SDL abilities, teachers' beliefs and teaching strategies on blended learning outcomes. Students shared their learning preferences and challenges with SDL, identifying learning attitudes, teaching management and learning methods as key factors impacting blended learning success.Conclusions The study highlights that teachers’ positive beliefs enhance blended learning success, while fostering students’ self-directed skills and learning attitudes, along with addressing challenges and needs, is key to effective strategies. |
| format | Article |
| id | doaj-art-221441a3144346c9b68eae1cb422274f |
| institution | Kabale University |
| issn | 2044-6055 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-221441a3144346c9b68eae1cb422274f2025-01-10T07:25:10ZengBMJ Publishing GroupBMJ Open2044-60552025-01-0115110.1136/bmjopen-2024-089612Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in ChinaXi Chen0Lei Zhou1Lin Lv2Chunhui Zhang3Xi Yu4Sisi Li5Xunchen Liao6Shaoyu Wu72 Southern Medical University, Guangzhou, Baiyun District Guangdong, China2 Southern Medical University, Guangzhou, Baiyun District Guangdong, China2 Southern Medical University, Guangzhou, Baiyun District Guangdong, China2 Southern Medical University, Guangzhou, Baiyun District Guangdong, China2 Southern Medical University, Guangzhou, Baiyun District Guangdong, China1 Center for Teaching and Learning Development, Southern Medical University, Guangzhou, Guangdong, China2 Southern Medical University, Guangzhou, Baiyun District Guangdong, China2 Southern Medical University, Guangzhou, Baiyun District Guangdong, ChinaObjectives This study aimed to explore the views and expectations of medical students and faculty members on blended learning following university-wide teaching reforms, focusing on its influence on self-directed learning (SDL) and educational effectiveness.Design A qualitative study employing grounded theory methodology with semistructured individual and group interviews.Setting A tertiary medical university after institution-wide educational reforms.Participants One administrator, 11 faculty members and 30 third-year preclinical medical students were recruited to participate in the study.Results The analysis of faculty and student perceptions yielded two core categories from faculty and three from students. Faculty highlighted the comparison between face-to-face and online instruction, emphasising the influence of students’ learning attitudes, SDL abilities, teachers' beliefs and teaching strategies on blended learning outcomes. Students shared their learning preferences and challenges with SDL, identifying learning attitudes, teaching management and learning methods as key factors impacting blended learning success.Conclusions The study highlights that teachers’ positive beliefs enhance blended learning success, while fostering students’ self-directed skills and learning attitudes, along with addressing challenges and needs, is key to effective strategies.https://bmjopen.bmj.com/content/15/1/e089612.full |
| spellingShingle | Xi Chen Lei Zhou Lin Lv Chunhui Zhang Xi Yu Sisi Li Xunchen Liao Shaoyu Wu Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China BMJ Open |
| title | Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China |
| title_full | Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China |
| title_fullStr | Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China |
| title_full_unstemmed | Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China |
| title_short | Exploring undergraduate medical students and faculty perspectives on blended learning: a qualitative study in China |
| title_sort | exploring undergraduate medical students and faculty perspectives on blended learning a qualitative study in china |
| url | https://bmjopen.bmj.com/content/15/1/e089612.full |
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