Abstract
The purpose of this study was to examine the features that foster the academic and social integration of students enrolled in blended synchronous courses (BSC). Many studies and models have considered academic and social integration to be important determinants of student persistence and success in higher education programs and courses. In keeping with current research on blended courses that builds on models and theories developed for both online courses and face-to-face courses, we draw on Tinto’s model (Tinto, Review of Educational Research 45:89–125, 1975; Tinto, Leaving college: Rethinking the causes and cures of student attrition, 1993) and those of Rovai (The Internet & Higher Education 6:1–16, 2003) and Park (Proceedings of the 2007 Academy of Human Resource Development Annual Conference, 2007) to better define the academic and social integration of students in blended synchronous courses. To meet the study objective, a qualitative methodology was adopted. A convenience sampling technique was used in the study. The study participants were students (n = 8) enrolled in a graduate program in education offering only blended synchronous courses, as well as their instructors (n = 5). Semi-structured interviews (60–120 min in length) were selected as the data collection method. All qualitative data were analyzed using a general inductive approach (Thomas, American Journal of Evaluation 27:237–246, 2006). The results show that many features appear to promote academic and social integration, including the pedagogical strategies used. Moreover, this integration depends on the attitudes of both instructors and face-to-face students towards online students. This study highlights some challenges associated with blended synchronous courses. Further, it appears to suggest that instructors will need to work more on the inclusion of online students, and that training should be provided to assist them in this regard.
Highlights
In the last three decades, information and communications technology (ICT) has evolved and a number of studies have reported its use in everyday life by seniors (Quan-Haase, Martin, & Schreurs, 2016) and young people (Mihailidis, 2014) alike
The focus is on Blended Synchronous Courses (BSC) in which online students are distributed across multiple sites
No previous researchers have guided their analysis or interpreted their results based on an academic and social integration framework. Since this course delivery mode seems to be increasingly used in many higher education institutions (Butz et al, 2014), and given the recent interest and scarce published research in BSC contexts, the results reported in this study should provide faculties and higher education administrators with additional information and guidance, based on empirical data, on the use of BSC if they wish to implement it in academic programs
Summary
In the last three decades, information and communications technology (ICT) has evolved and a number of studies have reported its use in everyday life by seniors (Quan-Haase, Martin, & Schreurs, 2016) and young people (Mihailidis, 2014) alike. The most commonly used by higher education institutions, students attend face-to-face sessions supplemented with online asynchronous teaching and learning activities. In the second format, all teaching and learning activities occur online, some synchronously and others asynchronously These courses are called Blended Online Courses (Power, 2008). The focus is on Blended Synchronous Courses (BSC) in which online students are distributed across multiple sites
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