Publication Date

8-31-2014

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2014.5

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Rodney Goodyear, Ph.D.

Committee Members

Greg Hamilton, Ed.D.

Barry Kayrell, Ed.D.

Keywords

education; blended learning; career counseling; flipped learning; graduate level classes; lecture based classes

Disciplines

Curriculum and Instruction | Educational Leadership | Higher Education

Abstract

This case study was designed to analyze a traditionally taught face-to-face graduate level career counseling course in order to determine how it could be transitioned into a blended or flipped classroom instructional model. Blended and flipped learning models are relatively new methods of instruction that have not been fully utilized at the small, liberal arts university where this study took place. Weekly student surveys were collected and analyzed to gauge student perceived engagement, motivation, and attitude towards in-class instructional activities. The results were used to help determine which activities were integral in enhancing student learning and which could be completed independently, or in an online format, outside of the instructor facilitated formal class meetings. The findings suggested that students were more engaged when practicing specific career counseling methods, and less responsive to lecture-based activities. These results were considered when a suggesting a modified blended instructional method course outline for the course studied.

Comments

© 2014 Tonna L. Stifle

All Rights Reserved

ISBN: 9781321205725

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