Abstract
We designed and implemented over 3 years a blended course comprising alternate weeks of e-learning and classroom-based group work. The first year comprised e-learning derived from a correspondence course, after which original material was developed specifically for the blended course. Comparison of test scores between the traditional face-to-face lectures predating the blended course and the first, second and third years of the blended course revealed a significantly lower ratio of high scores and significantly more mid-range scores in the first year of the blended course compared to other years. However, from the second year onward, results did not significantly differ from the face-to-face lectures. Furthermore, significantly more students in the second and third years preferred the blended course compared to students in the first year of the course. These findings suggest that classes designed for blended learning can achieve the same learning outcome as face-to-face classes and are acceptable to students. Conversely, significantly more students failed the blended course compared to the face-to-face classes, indicating student unfamiliarity with blended learning.
