Nontraditional Students’ Perception of a Blended Course: Integrating Synchronous Online Discussion and Face-to-Face Instruction

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Blankson, J. & Kyei-Blankson, L. (2008). Nontraditional Students’ Perception of a Blended Course: Integrating Synchronous Online Discussion and Face-to-Face Instruction. Journal of Interactive Learning Research, 19(3), 421-438. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23563.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 19, Issue 3, July 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Joseph Blankson, Carle Foundation Hospital, USA, USA; Lydia Kyei-Blankson, Illinois State University, USA, USA

Abstract

Nontraditional students are rapidly becoming the majority group on campuses across America. These students are often hard pressed for time and in order to provide them with equal learning opportunities many universities and colleges are currently responding by offering classes using a variety of delivery methods and formats. In this study, synchronous online discussions were integrated with traditional face-to-face instruction in an undergraduate educational psychology course offered mostly to nontraditional students. The purpose of the study was to examine nontraditional students' perception of this "blended" course. Specifically, the study sought to find out the extent to which students' were satisfied with their learning experience. Students' perception was assessed by way of a survey that consisted of Likert-scale and open-ended items. Results generated from the surveys suggest that students were generally satisfied with the course format. For nontraditional students, synchronous online discussions may enhance interaction, collaboration, active learning as well as equal learning opportunities. Furthermore, combining online and face-to-face discussions could ensure more productive use of class time for higher education courses scheduled for short durations.

Keywords

• Collaboration
• Communication
• Adults
• Faculty
• Students
• Educational Technology
• Instructional Design
• Integration
• Interaction
• Learning Outcomes
• Preservice Teacher Education
• Teaching Methods
• Information Communication Technologies

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• Faculty Use and Integration of Technology in Higher Education
• Measuring Motivation in the Instruction Developed for Blended Courses

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