A comparison of two graduate program designs: Augmenting face-to-face instruction with online learning and blending online learning with face-to-face instruction.

摘要

This mixed methods study examined two online instructional designs asking: Which of the online environments---face-to-face instruction augmented with online instruction or face-to-face instruction blended with online instruction---most positively impacted learner's attitudes, beliefs, and practices?; This overarching question was answered through an ex post facto study comparing two different instructional designs currently being utilized in the Integration of Technology in Schools (ITS) Master's Program at George Mason University. Participants were 51 graduate students in the ITS program at GMU. Two groups were identified for study: Group A, using augmented instruction, received instruction primarily in a face-to-face delivery method with one semester being concentrated in an online environment. Group B, using blended instruction, received half of their instruction in an online environment with the other half in a face-to-face environment. The treatment was the ITS program over a four semester period. Data was collected at the point where the two programs' course delivery converged.; To assess the effect of the designs for online learning, surveys were given to the participants after the treatment. Chang & Fisher's Web-Based Learning Environment Inventory (WEBLEI) was given to assess students' perceptions of online learning. Hall, George, and Rutherford's Stages of Concern Questionnaire (SoCQ) was used to assess the participants' peak stages of concern regarding online learning as an innovation, and Alexander's Instructional Strategies Survey (ISS) modified by Harvey was given to assess the participants' attitudes regarding bridging theory to practice.; Finally, selected participants were interviewed at the completion of the treatment. Transcripts were analyzed for information about the participants' reflections on their attitudes and beliefs concerning their online learning experiences.; Results showed that there were no significant differences between the two groups. Conclusions based upon those results suggest that both design models are viable designs for instruction for the Integration of Technology in Schools graduate program.