Transitioning From Face-to-Face to Blended and Full Online Learning Engineering Master’s Program

Abstract

Contribution: A demonstration of a move from face-to-face to blended learning in an engineering Master’s program by adding a parallel online group, which showed the synergy between blended and online approaches in terms of level of interaction, enrollment, student satisfaction, dropout rate, and final grades. Background: Education’s transition from traditional face-to-face learning to blended and full online learning can be confronted in different ways. Extensive research has demonstrated that the incorporation of online resources has a positive effect on learning outcomes and can help to assure the continuity of a Master’s program. Intended Outcomes: To increase enrollment and student satisfaction, and reduce the dropout rate. Application Design: New equipment and online resources and additional support material allowed students to choose their preferred manner of studying: asynchronous (lecture capture) or synchronous (face-to-face or live broadcast lecture). Findings: The changes increased enrollment and student satisfaction, and lowered the dropout rate. The new methodology significantly improved students’ average grades, with no significant differences being found between the blended and online groups. This case study could guide other institutions in the successful implementation of blended and online learning in an engineering Master’s degree program.