Abstract
The purpose of this case study was to examine how a professional graduate program in higher education administration developed seminar-style courses in a blended format. Blended courses involved two extended in-person weekend sessions with synchronous online sessions, and other asynchronous coursework in between. This study explored the importance of interaction, student satisfaction, and motivation to student success. Data were collected through student surveys and faculty interviews from 11 courses within the same graduate degree program at a private, highly-selective research university from spring 2016 through spring 2018. Class size was the biggest factor relating to student interaction. This study also found synchronous online discussions had a greater impact than other learning activities and that satisfaction and interaction had a slight increase over time as students and instructors became more comfortable with the format.
Highlights
Background and Context of Blended FormatCourses Examined # of # of In-PersonCourse Quarter Instructors teacher assistants (TAs) Hours Course 1 SP16Online Sync Hours Course 2 SU16 Course 3 FA16 Course 4 WI16 Course 5 SP17 Course 6 SP17
The results reported here are organized around three themes: overall satisfaction and interaction, course format and activities, and student motivation
When creating graduate seminar-style courses in a blended format, class size has an outsized impact on student interaction and satisfaction with an optimal size at fewer than 16 students
Summary
The objective of this study was to focus on assessing student satisfaction and interaction as key determinants of student success
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