Steps towards using an enquiry-based blended learning design for curriculum change in Health Sciences

Abstract

A learning design based on the enquiry-based learning (EBL) pedagogical model is being used for course unit design in a curriculum change within a faculty of health sciences. The learning design is scalable to support large student cohorts spread across multiple campuses. The EBL model is used to promote high levels of student engagement and active self-directed learning with the aim of enhancing academic performance and making teaching and learning time-efficient for academic staff.

The large project described in this paper uses a design-based research method and is currently in its first phase. Details of the enquiry-based blended learning design, its application across the common first year units, and processes used to achieve inclusive dialogue and orient academic staff to its use are reported.