Student engagement and perceptions of blended-learning of a clinical module in a veterinary degree program.

Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degrees such as veterinary medicine where students need the flexibility to undertake intra and extra-mural activities in order to develop the range of competencies required to achieve a professional qualification. Yet it is unclear how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial. This article evaluates blended learning through review of student feedback from a 4-week-clinical module in a veterinary degree programme. The module combined face-to-face sessions with online resources. Feedback was collected using a structured-online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from the student learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of the face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities whereas online resources were considered effective for facilitating module organisation and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills where students valued a combination of visual resources and practical activities. Although this study identified several limitations with online resources, which need to be addressed when constructing blended courses, blended learning shows potential in clinical courses to enhance student-led learning.