Abstract

Hybrid courses are becoming increasingly common at the university level. With this type of course comes questions about the effectiveness of each method of instruction (face-to-face and online) when used concurrently. The available literature supports a hybrid format for many university subjects; however, research in this area with a personal health course is lacking. The purpose of this study was to determine if there was a significant difference in knowledge gained through each method of instruction experienced by students in a foundations curriculum personal health course. The hybrid design of the course in this study allowed for analysis between face-to-face and online instruction within the same group of students. Results from a two-way ANOVA show no statistically significant difference between knowledge gained through each method of instruction. The findings support the use of a hybrid format in personal health courses and future studies to determine what makes these hybrid health courses most effective.

Citation

Signorelli, J., Chaney, B., Aeby, V. & Tavasso, D. (2015). Hybrid Health: An Analysis of a Foundations Curriculum Personal Health Course. Health Educator, 47(1), 2-8. Retrieved August 13, 2024 from https://www.learntechlib.org/p/190542/.

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Keywords

• blended learning
• Conventional Instruction
• curriculum
• educational technology
• Health Education
• Health Promotion
• higher education
• Knowledge Level
• online courses
• Pretests Posttests
• Statistical Analysis
• teaching methods
• Technology Uses in Education
• Writing Assignments