Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content

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 Indiana University 01.10.2015
Subjects
Blended Learning
College Students
Connecticut
Demography
Educational Objectives
Instructional Effectiveness
Likert Scales
Mann Whitney U Test
Medicine
Statistical Analysis
Student Satisfaction
Student Surveys
Teaching Methods
Vocabulary
Connecticut
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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).
ISSN:1527-9316
1527-9316