An exploration of undergraduate health science students’ experiences of blended learning as pedagogy: a rapid review

Abstract

Introduction:

Blended learning is defined as the combined use of in-person and online learning, through interactive multimedia and face-to-face engagement with curriculum content. Recently, higher education institutions have experienced major inevitable changes in teaching and learning approaches, sparking interest in the exploration of these approaches- including blended learning.

Aim:

To explore undergraduate health sciences students’ experiences of blended learning.

Method:

A rapid review of articles published in English was conducted between 18^th-22^nd February 2022 using the following databases: Pubmed, Ebscohost, Web of Science, Scopus, Africawide Information and CINAHL. Articles found were exported to Endnote, version 20.2.1. The Preferred Reporting Items for Systematic Reviews and Meta-analysis flow chart was used to document the search. The Critical Appraisal Skills Programme was used to appraise the articles, which were analysed using thematic analysis.

Findings:

Eight quantitative articles were analysed and categorised on the hierarchy of evidence. Three themes emerged: 1. Student engagement and perceptions of blended learning, 2. Student academic performance, and 3. Challenges of blended learning.

Conclusion: Positive experiences of blended learning were reported, including: significant improvement of student academic performance, higher levels of satisfaction and an increased student engagement. Ineffective online learning platforms and/or technological devices resulted in students experiencing anxiety and frustration.

Implications for practice

• Blended learning may be a feasible option to maintain and enhance students learning experience.
• Students’ academic performance could improve with blended learning
• Blended learning could increase students’ engagement within the andragogical field.