Large-scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an Exploratory Study

Kari Almendingen, Marianne Molin, Jūratė Šaltytė Benth


Background: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course.

Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p < 0.05).

Conclusions: The study demonstrated the feasibility of the blended learning
approach. However, IPL activities that are explicitly inclusive for all students
should be created for future courses.


Health Professionals; Learning Community

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