期刊名称:Journal of the Scholarship of Teaching and Learning
印刷版ISSN:1527-9316
出版年度:2015
卷号:15
期号:5
页码:72-81
DOI:10.14434/josotl.v15i5.13994
语种:English
出版社:Faculty Colloquium on Excellence in Teaching (FACET)
摘要: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