Factors influencing nursing students' preference for a hybrid format delivery in a pathophysiology course

A growing number of courses in higher education are adopting a hybrid format of course delivery. Hybrid courses use both online learning activities with traditional classroom teaching and thus offer the efficiency and flexibility of online delivery without the complete loss of face-to-face contact. This paper explores students' satisfaction with a hybrid course delivery format, where students were required to attend the traditional tutorial session as well as complete the prescribed web-based learning activities. The study also sought to determine if age, part-time employment or academic performance were associated with satisfaction levels of the hybrid format. Participants were 143 undergraduate nursing students enrolled in a final year pathophysiology course at a university in Sydney, Australia. A survey design was used to evaluate hybrid versus traditional face-to-face classroom instruction, resulting in a high overall satisfaction with the hybrid course delivery format. Students' age and the hours they spent in part-time employment were not associated with satisfaction levels of the hybrid format. Students who achieved higher marks in the final examination expressed stronger preference for the traditional format of course delivery indicating a perceived reliance on teacher-based instruction. It is recommended that additional support be provided to students while they make the shift to a more active independent mode of learning when using web-based formats.