Blended learning, also known as hybrid courses or flipped classrooms, combines face-to-face and online learning to alter the sequence of knowledge acquisition; students engage in content learning before class in order to maximize in-class time for active learning. Active learning in class helps produce significant learning as learners practice with, engage with, and apply pre-class learning. In this manuscript, the author describes the development of a required undergraduate course, Anatomy and Physiology for Speech and Swallowing, from a traditional format to the hybrid blended learning format, as well as program evaluation data. When compared to the traditional format with active learning, the hybrid format with active learning produced similar outcomes in terms of final grade distribution. Analysis of data from teaching the A&P course as a hybrid for 3 years revealed a significant correlation between time spent on-task online with pre-class learning tutorials and final grades. The author also provides qualitative analysis of course evaluation data and lessons learned, and includes detailed information to help readers design effective hybrid courses.
Margin-of-Error Calculator for Interpreting Student and Course Evaluation Data