Multi-Year Case Study in Blended Design: Student Experiences in a Blended, Synchronous Distance Controls Course

Abstract

This case study combines two primary areas of literature, blended learning and synchronous distance instruction. The literature provides various interpretations and definitions of blended learning. We define blended learning as a classroom learning model that integrates in-person and online asynchronous instruction with reduced time in class. We discuss blended learning with a synchronous distance teaching component that incorporates evidence-based instructional strategies. We explore a specific mode of synchronous distance instruction where the faculty member is physically located with one set of students and other students are connected into the class remotely. In our case study, students are located in two classrooms on two campuses that are sixty miles apart. The instructor facilitates instruction from either of the campuses. With these two definitions in mind, we present insights from this case study into student experiences in a linear controls course over a three year period (2016, 2018, 2019) in a blended, synchronous distance classroom. A follow-up on the impact of COVID-19 (2020) on the course is also presented along with a comparison of student performance on an individual design project during the years of the study and during COVID-19. Throughout the three-cohort study, students experienced high levels of perceived benefit and engagement in the online course content. Empirical data indicates that the course design proved to be effective in facilitating student achievement both before and during COVID-19.