Background: Higher education continues to change in response to technological and societal
changes. Hybrid learning is a relatively new educational approach that was introduced into
nursing education in Palestine. Many advantages can be linked to this approach. However, there
is no evidence in Palestine that suggests that hybrid learning is better than face-to-face in terms
of educational outcomes and educational environment.
Purpose: To compare students’ scores and their perceptions of educational environment between
face-to-face teaching and hybrid learning.
Methodology: A quasi-experimental design was adopted. The study was conducted among
traditional Bachelor of Science in nursing students from a public university in Palestine. There
were two sections of maternal health course; 49 students enrolled in the hybrid section and 53
students enrolled in the face-to-face section. Perception of educational environment was
measured by the Arabic version of Dundee Ready Education Environment Measurement
(DREEM) inventory. Descriptive statistics and Independent sample t-test were used to analyze
the data.
Results: Students enrolled in hybrid classroom had assignments scores (M = 91.38, SD = 6.04)
significantly higher than students in traditional classroom (M = 87.97, SD = 5.68). However,
there was no significant difference between hybrid and traditional learning in first, second, final
exams score and total course GPA with and without assignment grade. The overall DREEM
scores were significantly higher in students taught in hybrid method compared to face-to-face
classroom. Nevertheless, both groups had more positive than negative perception of the
educational environment.
Conclusion: Hybrid learning could be considered as a teaching pedagogy as it has the potential
to improve some educational outcomes and perception of the educational environment.

Title

NURSING RESEARCH- LIPPINCOTT WILLIAMS & WILKINS

Publisher

LIPPINCOTT WILLIAMS & WILKINS

Publisher Country

United States of America

Indexing

Thomson Reuters

Impact Factor

2.3

Publication Type

Prtinted only

Volume

71

Year

2022

Pages

S46-S45