Publication
Blended intensive programs in higher education: an opportunity to engage students, improve knowledge and skills
| dc.contributor.author | Alves Lopes, António | |
| dc.date.accessioned | 2025-07-17T10:06:43Z | |
| dc.date.available | 2025-07-17T10:06:43Z | |
| dc.date.issued | 2025-07-01 | |
| dc.description.abstract | Introduction: Blended Intensive Programmes (BIPs) are innovative, short-term educational initiatives under the Erasmus+ framework, combining physical mobility with virtual learning components. These programmes are designed to promoteinterdisciplinary learning and introduce innovative teaching methods, making them accessible to students and staff across various academic fields and study cycles. They provide valuable mobility opportunities, particularly beneficial for students unable to commit to traditional long-term exchanges such as semester or year-long programmes. BIPs promote transnational and transdisciplinary collaboration, often focusing on global challenges and emergent topics, aligned with the United Nations’ Sustainable Development Goals. This study investigates the self-reported impacts on students participating in five BIPs conducted over three years. Methodology: Several higher education institutions from different European countries collaboratively organised five BIPs involving a total of 156 students and more than 50 teachers and facilitators. Typically, each BIP spanned approximately two months, consisting of at least two online sessions complemented by one intensive in-person week, awarding students three ECT credits upon completion. Programme topics included Global Health and Social Challenges, Digital Health and Emerging Technologies in Healthcare, Artificial Intelligence (AI) and its Applications in Learning, Research, and Clinical Practice, and Respiratory Physiotherapy for Chronic Obstructive Pulmonary Disease (COPD) patients. Student feedback regarding their experiences, perceived impacts on knowledge and future professional roles, and the overall quality of the programmes were collected via an online questionnaire featuring Likert-scale and open-ended questions. Results: From the 156 student participants, 111 completed the survey. Responses indicated predominantly positive feedback, with participants acknowledging substantial contributions to their knowledge enhancement and professional development. A majority selected "Agree" or "Strongly Agree" regarding these aspects, with fewer participants remaining neutral or expressing disagreement. Lectures and interactive activities were particularly appreciated for promoting knowledge acquisition and skill development, described as informative and beneficial by most respondents. Educators received favourable feedback for their supportive roles during lectures and practical sessions. Overall programme quality was highly rated, with most participants indicating ratings of "Good" or "Very Good." Furthermore, a substantial majority of respondents would recommend the BIPs to peers, reflecting the perceived success and positive impact of these programmes. Conclusions: The study could suggest that these kinds of programs enhance students' knowledge, skills, and professional competencies while fostering engagement and interdisciplinary collaboration. The positive feedback highlights the importance of combining online and in-person learning experiences, suggesting that BIPs could represent a valuable alternative to traditional mobility programmes. Their alignment with global challenges and sustainability further emphasises their potential as an innovative educational tool within higher education institutions. The findings may support the implementation and expansion of such programmes, recommending their broader integration into curricular activities across Europe. | por |
| dc.identifier.uri | http://hdl.handle.net/10400.26/58095 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Blended intensive programs | |
| dc.subject | Education | |
| dc.subject | Internationalization | |
| dc.title | Blended intensive programs in higher education: an opportunity to engage students, improve knowledge and skills | por |
| dc.type | text | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 7975 | |
| oaire.citation.startPage | 7969 | |
| oaire.citation.title | Proceedings of EDULEARN25 conference | |
| oaire.version | http://purl.org/coar/version/c_b1a7d7d4d402bcce |