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Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education

Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education

Maurice Taylor, Sait Atas, Shehzad Ghani
Copyright: © 2017 |Volume: 9 |Issue: 1 |Pages: 15
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522512394|DOI: 10.4018/IJMBL.2017010101
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MLA

Taylor, Maurice, et al. "Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education." IJMBL vol.9, no.1 2017: pp.1-15. http://doi.org/10.4018/IJMBL.2017010101

APA

Taylor, M., Atas, S., & Ghani, S. (2017). Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education. International Journal of Mobile and Blended Learning (IJMBL), 9(1), 1-15. http://doi.org/10.4018/IJMBL.2017010101

Chicago

Taylor, Maurice, Sait Atas, and Shehzad Ghani. "Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education," International Journal of Mobile and Blended Learning (IJMBL) 9, no.1: 1-15. http://doi.org/10.4018/IJMBL.2017010101

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Abstract

The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a qualitative case study research design, a large faculty of education in a mid-sized university in Eastern Ontario, Canada was the site of the investigation. A constant comparative data analysis technique was used on three data sources, namely: key informant interviews, artefacts and field notes. Results indicated that the graduate student has specific learning requirements that necessitate attention to certain aspects of this new teaching method and that professors who teach in a blended learning format are working towards meeting the needs of such students. Enablers and constraints from an administrator's perspective in further developing blended learning are also addressed.

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