Teaching graduate health policy via technology: A pilot study of engaged learning, social presence, and blended learning

Abstract

Purpose: This pilot study examined the relationship between engaged learning, social presence, and blended learning in a graduate nursing health policy course. The aims of the study were to: 1) determine the relationship between engaged learning, social presence and student satisfaction, and 2) investigate students’ perceived learning with online discussions and seminar blogs. Results: Twenty-one participants completed adapted versions of the Social Presence and Satisfaction Scales. Overall there was a strong relationship between engaged learning, social presence, and student satisfaction. Conclusions: Combining face-to-face classroom discussion with academically relevant assignments that engaged students in the health policy course was associated with an overall sense of satisfaction. The majority of participants reported that online discussions/blogs provided an opportunity to learn the “value of other points of view.” Respondents also reported “greater collaboration working with colleagues with-in the blended model.” Seventy-one percent of respondents reported they were “stimulated to do additional reading or research on topics discussed in the online portion of the class.” The majority of respondents stated they “felt actively engaged with the course content working with-in the blended model.” Instructor presence in the online component of the course was important for creating a sense of online community and student engagement. Key