DOI (Digital Object Identifier)
Leadership and Higher Education
Doctor of Education (Ed.D)
Rodney Goodyear, Ph.D.
Pauline Reynolds, Ph.D.
Gregory Hamilton, Ed.D.
education, blended learning, online learning, traditional learning
Educational Leadership | Educational Technology
Due to emergent information and communication technologies, institutions of higher education are implementing new ways of delivering learning. This study examined the integration of traditional face-to-face-on campus time with online, web-based materials and instruction, or "blended learning." Participants (N=17) in a post-graduate education course provided pre-course information regarding their experiences and perceptions regarding the use of technology in learning activities. Throughout the course, participants were surveyed after each class session regarding their perceptions of class activities and opportunities to modify them. Course activities were also compared to a set of criteria in order to determine compatibility with online learning. Focus students were interviewed regarding their perceptions of particular course activities and possible blended learning opportunities. Finally, post-course information was collected to determine changes in perceptions of blended or online learning. Participant response indicated that specific components of a course, such as interaction and communication, were deemed as critical factors to student motivation and engagement, provided students adhered to group norms. Also, participants felt that the online and face-to-face learning activities should connect and combine for deeper understanding of the course objectives. Technological support for students with less skill should be provided. The implications of these findings as well as a possible course transition model are discussed and directions for further research are suggested.
Boursaw, Christina M., "A Case Study in Transitioning a Traditionally Offered Teacher Credentialing Graduate Course to One with a Blended Format" (2014). Ed.D. Dissertations in Leadership for Educational Justice. 78.