A model for the use of blended learning in large group teaching sessions

Area of Science:

• Medical Education
• Pathology
• Educational Technology

Background:

• Blended learning offers potential for enhanced student engagement and flexibility.
• Restructuring existing courses for blended learning presents significant challenges.
• A novel approach was developed for an introductory Pathology course at UNSW Sydney for over 250 undergraduates.

Purpose of the Study:

• To restructure an introductory Pathology course using a novel blended learning approach.
• To enhance student experience through increased engagement and flexibility.
• To evaluate the effectiveness and acceptability of the blended learning model in a large undergraduate cohort.

Main Methods:

• Replaced conventional lectures with short online modules (12-18 min) featuring animations, narration, and interactive questions.
• Retained a single face-to-face overview lecture per topic.
• Incorporated interactive large-group sessions with in-class questions using the Echo360 Active Learning Platform (ALP).
• Modules were developed using PowerPoint and iSpring, uploaded to Moodle as SCORM packages.
• Quantitative data included usage statistics (n=264) and survey feedback (n=41); qualitative data from ePortfolios (n=160).

Main Results:

• 74% of students completed all modules, with 83.1% passing review quizzes.
• 88.4% of students actively participated in in-class questions via ALP.
• Student reflections highlighted improved understanding, active learning reinforcement, and appreciation for module flexibility and self-paced learning.
• Modules were perceived as enjoyable and motivating.

Conclusions:

• A successful model for blended learning in large-group undergraduate teaching was demonstrated.
• The implemented approach achieved high levels of module completion, student satisfaction, and perceived value for learning.
• This transformation provides a scalable model for integrating online modules and interactive sessions into traditional courses.