Objective: Online education has a long history, and hybrid models, incorporating both online and face-to-face modes, have emerged to enhance flexibility and account for diverse student needs. La Trobe University’s ‘StudyFlex’ initiative offers students the opportunity to enrol into a subject and choose between a blended (online and face-to-face classes) or fully online format. StudyFlex widens access to higher education for those hindered by factors such as accessibility, work commitments, familial responsibilities and other ‘life-load’ factors.
Methods: In this study, StudyFlex was evaluated utilising Educational Design Research to investigate students' experiences and learning outcomes in a first-year anatomy cohort (n>1,700). Student perceptions were collected through open-ended survey questions and thematically analysed. Subject satisfaction data, student marks and demographics such as ATAR, age and socioeconomic status were statistically analysed.
Results: Over 20% (approximately n=400) of students opted to enrol online, citing ‘self-directed learning’ and ‘other responsibilities’ as key reasons. ‘Peer-to-peer interaction’ and ‘high motivation’ drove the blended enrolments. Subject satisfaction was similar for both instances. Online marks were slightly lower (64.9% ± 1.2) versus blended (69.1% ± 0.5); however, the real-life impact was small (Cohen’s d = 0.2). Notably, 5% more students online identified as having a disability, and 2.3% more were from lower socioeconomic backgrounds.
Conclusion: StudyFlex indicates a positive step towards flexible learning. The next step in this iterative research involves collaborating with students to enhance teaching methods and resources to better align StudyFlex with the needs of students with various academic abilities from highly diverse backgrounds.
Keywords: Anatomy; flexible learning; higher education; hybrid; online learning
Ethical statement: Ethical approval was provided by the La Trobe University Human Research Ethics Committee (HEC22228)
Funding statement: