Another aspect investigated is the extent to which our IBT participants made use of the local and remote classroom elements to facilitate their learning experience. Namely, we were interested in the following aspects of the multi-delivery model: Networking with local and remote IBT participants, and use of the learning management system, Vula, for submission of assessments and asking/answering questions. We monitored the progression in these aspects via the mid-course and end surveys, via a a five-level competency scale from very uncomfortable to very comfortable. These responses, as can be seen in Figure \ref{636892} show a positive trend as the course advanced which reflects that the participants were getting more familiar with the blended MOOC model. We remark however a modest amount of networking with other IBT classrooms, and also no change at the end of the course in the distribution of responses to this question (In total, 38 participants filled both the mid-course and end surveys, with 2 and 5 unique entries for each survey respectively (Supplementary 10)