Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course

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Abstract

This study reports findings from a case study that examined student satisfaction with a blended graduate-level course in a Masters of Public Health program. This case study used a mixed research method to collect and analyze data from the satisfaction survey and face-to-face interviews. The satisfaction survey revealed that student satisfaction with the quality of this blended course was high. Large percentages of students indicated that they would recommend this course to others and would be willing to take another distance learning course in the future. The satisfaction level was related to student's age and the number of previous distance learning courses that they had taken. Face-to-face interviews revealed that the success of this blended course was associated with the opportunities for face-to-face interaction and meaningful collaborative learning, the integration of technology components, and the course instructor. Overall findings suggest that what is important in blended learning is the integration of hard and soft technology: how to select an appropriate mode of delivery and to design instructional activities to meet the need of students and the course objectives. Implications for designing blended learning courses are discussed.

Original languageEnglish
Pages (from-to)59-66
Number of pages8
JournalJournal of Public Health Management and Practice
Volume15
Issue number1
DOIs
StatePublished - Jan 2009

Keywords

  • Blended learning
  • Distance education
  • Public health
  • Satisfaction

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