Abstract
BackgroundBlended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed.MethodThe impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated.ResultsThere was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach.ConclusionsBlended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.
Highlights
Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education
Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses
The rationale for providing blended learning experiences may vary widely across colleges and universities, from a teaching and learning perspective a critical question is whether such designs are effective at delivering course content and, given the shift from more strongly classroombased delivery formats, whether blended learning approaches differ from more traditional classroom delivery formats in terms of the learning outcomes students achieve as a result of the course
Summary
In which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Over the past 15 years, an increasing number of courses in the health sciences, as well as courses across colleges and universities, have incorporated online course components. Blended learning involves a combination of online and face-to-face course components, with the notion being that the elements work together as a single, integrated course [2,3]. Sometimes these design decisions are driven by economic, logistical, or other planning considerations [2], whereas other times the decision is made based on relative strengths and weaknesses of different modalities for presenting course information [2,3]. It is important to examine how students experience the blended learning course and their feedback on its effectiveness
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