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J Educ Eval Health Prof. 2017 Oct 20;14:24. doi: 10.3352/jeehp.2017.14.24. eCollection 2017.

Does the acceptance of hybrid learning affect learning approaches in France?

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TIMC-IMAG UMR 5525, Themas, CNRS, Grenoble-Alpes University, Grenoble, France.
Midwifery Department, Faculty of Medicine, Grenoble-Alpes University, Grenoble, France.
LIMICS, UMRS 1142 & Paris 13 University & UPMC Paris 6 University, Paris, France.



Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning.


We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).


Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03).


Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.


Educational models; Learning approach; Learning strategies; Teaching materials; Technology acceptance; Undergraduate medical education

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