Blended, Active Learning for Anatomy & Physiology: Development & Program Evaluation 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, ... Article
Article  |   October 01, 2015
Blended, Active Learning for Anatomy & Physiology: Development & Program Evaluation
Author Affiliations & Notes
  • Rik Lemoncello
    School of Communication Sciences and Disorders, Pacific University, Forest Grove, OR
  • Disclosure: Financial: Rik Lemoncello has no financial interests to disclose.
    Disclosure: Financial: Rik Lemoncello has no financial interests to disclose.×
  • Nonfinancial: Data and information will also be presented at the 2015 ASHA Convention in Denver, CO.
    Nonfinancial: Data and information will also be presented at the 2015 ASHA Convention in Denver, CO.×
Article Information
Professional Issues & Training / Attention, Memory & Executive Functions / Articles
Article   |   October 01, 2015
Blended, Active Learning for Anatomy & Physiology: Development & Program Evaluation
SIG 10 Perspectives on Issues in Higher Education, October 2015, Vol. 18, 62-75. doi:10.1044/ihe18.2.62
History: Received June 22, 2015 , Revised July 28, 2015 , Accepted July 30, 2015
SIG 10 Perspectives on Issues in Higher Education, October 2015, Vol. 18, 62-75. doi:10.1044/ihe18.2.62
History: Received June 22, 2015; Revised July 28, 2015; Accepted July 30, 2015

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.

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