Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared...

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Bibliographic Details
Published inThe journal of scholarship of teaching and learning Vol. 15; no. 5; pp. 72 - 81
Main Authors Martin, Jeffrey S, Kreiger, Joan E, Apicerno, Amy L
Format Journal Article
LanguageEnglish
Published Indianapolis Indiana University Press 31.10.2015
Indiana University Office of Scholarly Publishing
Subjects
Flipped classroom
flipped classroom courses
Higher education
hybrid courses
Jargon
SOTL
STEM education
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Summary:Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivered in a hybrid format, but the hybrid group’s agreement was significant stronger (+0.38 points on 5-point scale, P=0.008). Key words: hybrid course, flipped classroom, SOTL, STEM
ISSN:1527-9316
1527-9316
DOI:10.14434/josotl.v15i5.13994