title: Blended learning in education: effects on knowledge and attitude.
abstract: This article evaluates a blended learning approach in terms of the knowledge, attitude and experience of participants who completed an undergraduate module 'Research and evidence-based practice'. This article considers a longitudinal cohort study of learning approaches using mixed methods, and had three phases. Phase 1 involved a questionnaire, phase 2 a focus group, and phase 3 involved a telephone questionnaire. Phase 3 is not reported on here. The study found that the blended approach was generally well received. There were some gaps in learners' knowledge which appear to be explained by the focus group as being linked to their relative lack of experience at the time of questionnaire completion. Overall, using a blend of teaching and learning methods was generally a positive experience for students in terms of knowledge and 'usefulness'.
authors.affiliation: The Robert Gordon University, Aberdeen, UK.
authors.forename: Jillian
authors.initials: J
authors.lastname: Ireland
authors.forename: Neil
authors.initials: N
authors.lastname: Johnson
authors.forename: David
authors.initials: D
authors.lastname: Adams
authors.forename: Winifred
authors.initials: W
authors.lastname: Eboh
authors.forename: Elaine
authors.initials: E
authors.lastname: Mowatt
mesh_terms: D000293:Adolescent; D000328:Adult; D015331:Cohort Studies; D004506:Education, Nursing / Q000379:methods*; D005260:Female; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D008137:Longitudinal Studies; D008297:Male; D008875:Middle Aged; D011795:Surveys and Questionnaires