Blended Learning in Public Health - Strategies, Outcomes, and Early Lessons Learned

In January 2013 the University of Florida College of Public Health and Health Professions launched a task force to examine the application of new technologies to enhance the effectiveness of teaching and learning in the college. Two of the goals of the taskforce were to 1) Establish a vision and develop an implementation plan for blended learning; and 2) Participate in the implementation of the first set of blended courses. In fall 2013 three graduate and one undergraduate course were offered in a blended format: “Applied Multivariate Methods in Psychology”, “Statistical Methods for Health Science/Introduction to Biostatistical Methods”, “Principles of Epidemiology in Public Health” and “Critical Issues in Public Health”. Course instructors used a variety of approaches in their blended courses including online lectures and assessments, group discussions and debates, and collaborative, team-based learning activities.  Of the students who responded to an end-of-course survey about their experience with the new blended learning format, 63 (72%) had never taken a blended course before and 45 (52%) indicated they would opt to take the course in a blended learning format again. Many students reported that they appreciated having the ability to watch lectures at their own pace and interact with other students when applying course concepts in class. Based on student feedback, one suggestion for improvement was for instructors to better inform students at the beginning of the semester about the blended learning format and course expectations.