Abstract:

Objective To understand students’ experience of the online and offline blended learning in a hybrid-flexible course model. Methods The hybrid-flexible course model is adopted in the Health Assessment I course. Eight students recruited by purposive sampling were interviewed by a face-to-face way. The interview data were analyzed by KJ method. Results Three themes emerged from the data including the experience of completing learning tasks（the effect of the unit test was good,peer review can broaden thinking,academic performance was an important driving force for learning,involving different platforms was easy to be lost）,the experience of participating in teaching activities（task driven group learning could stimulate learning interests,different forms of teaching activities helped to improve the learning effects,MOOC learning method was more flexible,different students had different learning experiences）,and the necessity of learning support（necessary reminders were needed;visual presentation of knowledge was helpful,guidance on learning method is hoped）. Conclusion The hybrid-flexible teaching model can better meet the needs of personalized learning. Through the learning experience of learners,this paper proposes suggestions on teaching design strategies：creating different teaching situations,promoting the knowledge transfer and high-order thinking cultivation,enhancing the cognitive presence;promoting communication and interaction,building an inquiry community to enhance the social presence;stimulating students’ learning motivation,and providing necessary support to enhance the teaching presence.

Key words: Students,Nursing, Qualitative Research, Blended learning, Hybrid-Flexible course model