DOI (Digital Object Identifier)
Leadership and Higher Education
Doctor of Education (Ed.D)
Rodney Goodyear, Ph.D.
Greg Hamilton, Ed.D.
Barry Kayrell, Ed.D.
education; blended learning; career counseling; flipped learning; graduate level classes; lecture based classes
Curriculum and Instruction | Educational Leadership | Higher Education
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.
Stifle, Tonna L., "A Case Study Transitioning a Traditionally Offered Career Counseling Graduate Course to a Blended Format: Analysis and Recommendations" (2014). Ed.D. Dissertations in Leadership for Educational Justice. 51.