Background: Patient education, home-based exercise therapy, and advice on returning to normal activities are established physiotherapeutic treatment options for patients with nonspecific low back pain (LBP). However, the effectiveness of physiotherapy interventions on health-related outcomes largely depends on patient self-management and adherence to exercise and physical activity recommendations. e-Exercise LBP is a recently developed stratified blended care intervention comprising a smartphone app integrated with face-to-face physiotherapy treatment. Following the promising effects of web-based applications on patients’ self-management skills and adherence to exercise and physical activity recommendations, it is hypothesized that e-Exercise LBP will improve patients’ physical functioning. Objective: This study aims to investigate the short-term (3 months) effectiveness of stratified blended physiotherapy (e-Exercise LBP) on physical functioning in comparison with face-to-face physiotherapy in patients with nonspecific LBP. Methods The study design was a multicenter cluster randomized controlled trial with intention-to-treat analysis. Patients with nonspecific LBP aged ≥18 years were asked to participate in the study. The patients were treated with either stratified blended physiotherapy or face-to-face physiotherapy. Both interventions were conducted according to the Dutch physiotherapy guidelines for nonspecific LBP. Blended physiotherapy was stratified according to the patients’ risk of developing persistent LBP using the Keele STarT Back Screening Tool. The primary outcome was physical functioning (Oswestry Disability Index, range 0-100). Secondary outcomes included pain intensity, fear-avoidance beliefs, and self-reported adherence. Measurements were taken at baseline and at the 3-month follow-up. Results: Both the stratified blended physiotherapy group (104/208, 50%) and the face-to-face physiotherapy group (104/208, 50%) had improved clinically relevant and statistically significant physical functioning; however, there was no statistically significant or clinically relevant between-group difference (mean difference −1.96, 95% CI −4.47 to 0.55). For the secondary outcomes, stratified blended physiotherapy showed statistically significant between-group differences in fear-avoidance beliefs and self-reported adherence. In patients with a high risk of developing persistent LBP (13/208, 6.3%), stratified blended physiotherapy showed statistically significant between-group differences in physical functioning (mean difference −16.39, 95% CI −27.98 to −4.79) and several secondary outcomes. Conclusions: The stratified blended physiotherapy intervention e-Exercise LBP is not more effective than face-to-face physiotherapy in patients with nonspecific LBP in improving physical functioning in the short term. For both stratified blended physiotherapy and face-to-face physiotherapy, within-group improvements were clinically relevant. To be able to decide whether e-Exercise LBP should be implemented in daily physiotherapy practice, future research should focus on the long-term cost-effectiveness and determine which patients benefit most from stratified blended physiotherapy.
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From the article: "This paper describes the process of introducing blended learning in a CS educational program. The methodology that has been used as well as the motivation for the choices made are given. The rst results compared with results from previous courses that used a more classical teaching approach are given. These results show that the new methodology proves to be promising and successful. The successes of the new program as well as the problems encountered are discussed with their possible solution."
MULTIFILE
Presented at the Essence International Conference, Alcoi – Sept 22 2015. The link refers to a youtube video recording of the presentation. This presentation describes a project for online and blended learning.
MULTIFILE
Students in Higher Music Education (HME) are not facilitated to develop both their artistic and academic musical competences. Conservatoires (professional education, or ‘HBO’) traditionally foster the development of musical craftsmanship, while university musicology departments (academic education, or ‘WO’) promote broader perspectives on music’s place in society. All the while, music professionals are increasingly required to combine musical and scholarly knowledge. Indeed, musicianship is more than performance, and musicology more than reflection—a robust musical practice requires people who are versed in both domains. It’s time our education mirrors this blended profession. This proposal entails collaborative projects between a conservatory and a university in two cities where musical performance and musicology equally thrive: Amsterdam (Conservatory and University of Amsterdam) and Utrecht (HKU Utrechts Conservatorium and Utrecht University). Each project will pilot a joint program of study, combining existing modules with newly developed ones. The feasibility of joint degrees will be explored: a combined bachelor’s degree in Amsterdam; and a combined master’s degree in Utrecht. The full innovation process will be translated to a transferable infrastructural model. For 125 students it will fuse praxis-based musical knowledge and skills, practice-led research and academic training. Beyond this, the partners will also use the Comenius funds as a springboard for collaboration between the two cities to enrich their respective BA and MA programs. In the end, the programme will diversify the educational possibilities for students of music in the Netherlands, and thereby increase their professional opportunities in today’s job market.
In dit project zal een online onderwijsmodule worden ontworpen. In deze module zal een deel van de output van het project Bouwen met Levende Natuur worden verwerkt tot onderwijs. Het maken van online course materiaal binnen de HZ onderwijsonwikkeling, waar zowel echte casuistiek uit de de beroepspraktijk, als gebruik van ICT mogelijkheden centraal staan. Door de modulaire opbouw zal het mogelijk zijn onderdelen in verschillende courses te verwerken. De docent kan dan de module naar eigen wens, en onafhankelijk van de beschikbaarheid van interne of externe gastdocenten, inzetten voor ‘blended learning’. De benadering binnen de learning unit(s) volgt het constructivisme, activiteiten die te maken hebben met kennisoverdracht, zullen derhalve worden afgewisseld met verwerkingsopdrachten. De volledige onderwijsmodule richt zich vooral op onderwijs op het gebied van Coastal Engineering van de opleiding Civiele Techniek (CT), in eerste instantie van de Delta Academy; CT studenten blijken behoefte te hebben aan een uitleg van ecologische principes vanuit vanuit een meer technisch perspectief. De learning units/onderwijsmodule is uiteraard ook beschikbaar voor andere hbo opleidingen. Het geselecteerde gedeelte, de eerste learning unit, zal ook bruikbaar zijn voor de course Integrated Coastal Zone Management (ICZM), waarin oa het concept Building with Nature wordt uitgelegd. In de huidige vorm wordt dit onderdeel op de klassieke manier gebracht, in de vorm van een hoorcollege. De ontwikkeling van online materiaal maakt de afwisseling met het verwerken van de aangebrachte kennis eenvoudiger; de structuur daarvoor wordt in de online versie al aangebracht. Deze learning unit brengt niet alleen wat aanvullende benaderingen vanuit technisch perspectief, maar is ook een aanpassing, die het geheel hestructureert volgens het constructivisme. De course ICZM is een keuze-course, bedoeld voor Aquatische Ecotechnologie (AET), Delta Management (DM) en CT studenten; waar CT studenten meer behoefte hebben aan een technisch perspectief, heeft deze course ook te maken met DM studenten, die juist wat meer kennis zouden moeten maken met meer technische benaderingen.
Advances in technology are opening up new learning opportunities, consequently having an impact on conventional teaching and learning concepts. The roles of teachers, students and universities are also being transformed worldwide. The Academy for Leisure & Events of BUas has always been part of the above quest.Therefore, it is crucial that teaching methods and learning experiences in higher education are dynamic and continuously incorporate innovative approaches as well as integrate new technologies. After all, it is essential to be prepared for the way students learn nowadays and for the future demand coming.It is now more important than ever, especially considering the challenging coronavirus times we are in, for Breda University of Applied Sciences – as a partner of this project – to actively contribute to strengthening staff capacities in innovative teaching and learning methods and digital skills. For instance by offering training courses in a blended model, combining face-to-face teacher training with MOOCs and e-learning.As designing meaningful experiences has always been at the heart of the mission and work ofthe Academy for Leisure & Events, this project builds upon further extension of networks in teaching and learning innovation in national and international higher education contexts.Partners:FH Joanneum University of Applied Sciences, Universidad Carlos III de Madrid, Universidad de Lima, Universidad Catolica San Pablo, Universidad de Piura, Universidad Austral de Chile, Universidad de Santiago de Chile, Universidad Vina del Mar
