Department of Community Health and Health Behavior, University at Buffalo, 314 Kimball Tower, 3435 Main Street, Buffalo, NY, USA.
BMC Med Educ. 2014 Mar 11;14:47. doi: 10.1186/1472-6920-14-47.
Blended 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.
The 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.
There 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.
Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.
混合式学习方法将面对面和在线课程组件结合在单个课程中，在健康科学教育中迅速增加。混合式学习与更传统的课程方法相比的相对有效性的证据参差不齐。
使用准实验、非等效对照组设计，检查了混合式学习方法对研究生公共卫生课程中学生学习的影响。比较了采用混合式学习方法（n=38）的学期与采用传统方法（n=28）的学期的考试成绩和课程总分数据。此外，还评估了学生对混合式学习方法的评价。
即使考虑到先前的学业成绩，混合式学习方法下学生的表现有统计学上的显著提高（最终课程总分 d = 0.57；中等效果大小）。此外，学生对混合方法的评价非常积极，大多数学生（83%）更喜欢混合学习方法。
混合式学习方法可能是优化健康科学课程中学生学习和提高学生表现的有效手段。
