Comparing Student Learning, Satisfaction, and Experiences Between Hybrid and In-Person Course Modalities: A Comprehensive, Mixed-Methods Evaluation of Five Public Health Courses

Abstract

Schools and programs of public health are expanding online course offerings, particularly in response to the transition to remote learning due to COVID-19. While previous research in the health professions suggests that online and in-person modalities are equally effective in supporting student learning, there is minimal evidence of this in public health education. This evaluation examines the effectiveness of newly developed online or hybrid course sections offered to Master of Public Health (MPH) and Master of Science in Public Health (MSPH) students enrolled in on-campus programs. We compared the effectiveness of these new offerings with that of the on-campus in-person courses and hybrid courses in the Executive MPH program. The purposes of this mixed-methods evaluation were to (1) assess student learning across the three course modalities and (2) examine student, instructor, and staff experiences with the modalities. The data included pre- and postcourse student surveys on 17 sections of five courses (precourse response rate: 51% to 98%; postcourse response rate: 12% to 57%), the participating students’ grades, five student focus groups, one focus group with academic advisors, and 11 instructor interviews. The findings indicate that the new online modality was equivalent to the in-person sections for student learning, satisfaction, and engagement. Mean student ratings of confidence in meeting the course learning objectives increased from the beginning to the end of the semester in all sections for all courses. Regardless of the modality, the students reported that the course improved their understanding of key concepts and that they were satisfied with their course. We discuss the lessons learned and recommendations for ensuring high-quality online learning experiences.

Does Instructional Mode Alter the Effectiveness of a Curricular Response to Campus Sexual Violence?

“…This study investigated if there was a differential impact based on instructional delivery mode (in-person vs. synchronous online) for a semester-long academic course about gender, sexuality, and sexual violence for first year first-semester students. Similar to other studies (Means et al, 2013(Means et al, , 2014Walker et al, 2021), we found minimal differences in student outcomes between the course modes. These findings add to the pedagogical literature by demonstrating that synchronous online instruction, due to COVID-19 or otherwise, can be an effective modality for teaching and learning about sexual violence, a critical health promotion issue.…”

“…Students sometimes report deriving greater satisfaction from in-person courses than online courses due to increased faculty interaction and motivation (Young & Duncan, 2014). However, the two instructional modalities have been found to yield comparable learning outcomes based on researcher-created assessments, instructor-created assessments, and grade point averages (Aguilera-Hermida, 2020;Means et al, 2013Means et al, , 2014Walker et al, 2021).…”

Health Promotion and Sexology Student and Teaching Staff Perspectives of Online Learning and Teaching During COVID-19: A Mixed Methods Study

“…Scull et al (2020) have cautioned conflating social media proficiency with general technology proficiency or assuming that students possess the ability to make use of digital platforms for educational purposes. Teaching staff delivering online or blended courses for the first time should receive training on the pedagogical differences between online and face-to-face delivery, take time to understand learner technology proficiency, and be offered the opportunity to co-teach with an experienced teaching staff member; and students should be adequately prepared for differences in online and face-to-face learning (Walker et al, 2020).…”

“…Additionally, survey findings highlight a preference for interactive activities rather than lecture content among students who prefer to study face-to-face. Choice remains important for students, with the option to enroll in a face-to-face mode where feasible and to select study modes that suit learning styles and schedules (Walker et al, 2020). Investigating the possible amplifying effects of receiving both on and offline experiences on learning and social support is recommended.…”

Community of Inquiry, Self-Efficacy, and Student Attitudes in Sustained Remote Health Professions Learning Environments

“…Attitudes regarding motivation toward learning are linked to achievement(Orsini et al, 2018) and satisfaction(Edgar et al, 2019) in health professions. Favorability and satisfaction as a perceived health professions student outcome warrants investigation, not only for its positive links to student attitudes and outcomes(Walker et al, 2021) but also for its accessibility and practical implications for faculty and course designers(Cleland et al., 2020), particularly those considering CoI. CoI presence is a clear positive predictor of student attitudes in online contexts.…”