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Is Blended Learning a Viable Option in Public Health Education? A Case Study of Student Satisfaction With a Blended Graduate Course

So, Hyo-Jeong PhD

Journal of Public Health Management & Practice:
doi: 10.1097/01.PHH.0000342945.25833.1d
Evaluating Impacts of Community Health Assessments
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 students' 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.

In Brief

This article shows that a high percentage of students are satisfied with on-line learning experience. Blended learning can be an effective and alternative mode for graduate study in public health education. Incorporating interactive two-way technology, blended learning allows students to foster a connected feeling with the instructor and classmates.

Author Information

Hyo-Jeong So, PhD, is Assistant Professor, Learning Sciences and Technologies, National Institute of Education, Nanyang Technological University, Singapore.

Corresponding Author: Hyo-Jeong So, PhD, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616 (hyojeong.so@nie.edu.sg).

The author thanks Dr Michael Reece and Dr Shaowen Bardzell at Indiana University for their support in this study.

© 2009 Lippincott Williams & Wilkins, Inc.