Examining Student Reported Interaction and Satisfaction in Higher Education Administration Graduate Seminar-Style Blended Courses | Zendy

Derek Thurber | Zendy; Lois Calian Trautvetter | Zendy

Open Access

Examining Student Reported Interaction and Satisfaction in Higher Education Administration Graduate Seminar-Style Blended Courses

Author(s) -

Derek Thurber,

Lois Calian Trautvetter

Publication year - 2020

Publication title -

online learning

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.182

H-Index - 49

eISSN - 2472-5749

pISSN - 2472-5730

DOI - 10.24059/olj.v24i3.2102

Subject(s) - coursework , asynchronous communication , medical education , blended learning , graduate students , class (philosophy) , higher education , psychology , style (visual arts) , degree program , mathematics education , pedagogy , educational technology , computer science , medicine , political science , computer network , archaeology , artificial intelligence , law , history

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.

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