Evaluating a blended learning approach

When introducing a blended learning approach it is essential to evaluate the effectiveness of this approach to feed into future developments of the module. Often evaluation is left to the end of the module when it is too late to impact on the experience of the current cohort of students. It is also worth considering how you will disseminate the results of your evaluation; for example you might find it useful to share lessons learned with your programme team or your School at a Teaching and Learning Committee Meeting.

This activity is particularly relevant to medium- and high-impact approaches.

If you are introducing a low-impact approach you might want to consider some methods of gaining feedback on its effectiveness from students using one of the techniques below.

Evaluation Methods

The table below outlines evaluation techniques to undertake at different points of the module and some suggestions for tools that can help you to deliver the evaluation.


Evaluation/feedback methods

Tools to help with evaluation


  • Consider an evaluation (focus groups, short questionnaire) with past students and colleagues prior to the launch of an online activity to identify any usability issues.

  • Request Advice on Module Page (AMP) service from the Educational Technology Team who will provide up to three recommendations to improve your Moodle module design.

Online questionnaire can be distributed using the Feedback activity in Moodle.

You can get quick feedback during a focus group using Poll Everywhere.

Log a request on ServiceNow.

During the module

  • Getting feedback during the module can engage students as they are able to view the results. Any changes made impact directly on their learning experience. To confirm results it is recommended to triangulate evaluation methods (use multiple methods of evaluation to confirm results). Combine formal and informal evaluation methods (e.g. Evasys end of module survey and Poll Everywhere mid-module survey).

  • Use reporting tools in the technologies you are using (e.g. Logs from Moodle) to identify regularly-used and under-used resources and students who are not accessing online resources and activities. Explain to students that their activity online can be monitored and how you plan on using this data.

  • Use the one-minute paper technique to evaluate students’ learning during the module and identify areas that students are struggling with.

  • Provide feedback to students on any evaluation done during the module and demonstrate how you are acting on this feedback.

  • Request a peer review of the online aspects of your teaching as well as peer review of your face-to-face teaching.

  • Remember to include a self-assessment of your teaching and to reflect on peer review.

You can gather informal feedback during face-to-face sessions using Poll Everywhere.

Logs in Moodle generate a huge amount of data on student activity on Moodle activities.

The one-minute paper technique can be done in class using Poll Everywhere or online using the Feedback activity in Moodle. 

End of module

University end of module evaluation forms. Disseminate and communicate results of evaluations to the department and to students.

Future iterations of module

Use all the feedback gathered to feed into further developments of the module. Explain to future cohorts of students how feedback from students has informed the development of the module.

Questionnaire Example

We worked with a module leader who implemented a high-impact blended learning approach through the development of online resources and activities to replace a number of face-to-face lectures in a 30 credit module which ran over two terms. This questionnaire was delivered in-class to students and results were presented to students.


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