Table 1 Student evaluations, open-ended feedback for blended learning semester
From: Effects of a blended learning approach on student outcomes in a graduate-level public health course
Response category | Percentage of responses |
|---|---|
Effective course components | |
Online lecture-ette segments | 54% |
Example: “I found the video lecturettes to be extremely effective.” | |
In class activities/discussions | 44% |
Example: “Class discussions/activities to provide real-world context of the theories/ideas” | |
Online learning support materials (reading questions, road maps) | 16% |
Example: “I feel the weekly road maps and the questions posed prior to the readings and lecture-ettes were particularly helpful and served as a form of study guide.” | |
Weekly online learning journals | 10% |
Example: “Weekly learning journals were a good way to make us go over what we learned that week, making it easier to remember.” | |
Suggested course improvements | |
Learning journals | 18% |
Example: “The learning journals got tedious as things in the semester began to pick up.” | |
Readings (most comments about length, amount, “dryness”, difficulty) | 15% |
Example: “ Some of the readings required for class were dry and hard to pull out the key concepts without going over them in class.” | |
Balance of in class activity to in class lecture time | 15% |
Example: “Blended course structure that included somewhat more brief in-class lecture would be helpful, at least for my personal learning style.” | |
Group project (most comments about how to structure/grade) Example: “I would suggest no group project. Group projects are the worst and take way more time to complete than individual projects.” | 15% |