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Table 2 Evidence considered in each of the Brookfield lenses

From: The integration of blended learning into an occupational therapy curriculum: a qualitative reflection

Brookfield (1998) Lens: Evidence:
Lens 1: autobiography as a learner Occupational Therapy BSc (1994) and MSc (2009): PM degrees attained through the DOT Online notebook collection of experiences and thoughts during the course of the study: Tweets of content; pictures of interesting observations; field notes Audio records of meetings, congress sessions, paper presentations, courses and workshops Prior learning – mother Computer Science teacher, learnt web design principles when managing an online publication Roles: Faculty Information and Communication Technology Committee chair; VLE audit workgroup member Awards: Vice Chancellor’s team teaching award (2010); South African Association of Health Educators (SAHEE) congress poster prize (2012)
Lens 2: our students’ eyes Survey data: 3rd and 4th year students’ experience of e-learning VLE Footprint: access and uptake of using the VLE Anecdotal commentary: students emails / conversations with the e-Learning team
Lens 3: our colleagues’ experiences Minutes of meetings: curriculum review and strategic planning meetings of the DOT Survey data: Lecturer use of iPads (2012 and 2013) Reflective interviews and focus groups: Individual interviews (2012), focus groups (2015) Performance effect: Paediatrics module and Psychosocial module analysis of student marks and pass rates VLE Footprint: access and uptake of use of the VLE by lecturers over time Anecdotal commentary: emails, corridor conversations
Lens 4: theoretical literature Books and journal articles within the following topics:  • Connectivism  • Participatory Action Research  • Blended learning  • E-Leaning  • Mobile learning and mobile technologies  • Education theory  • Problem Based Learning