Testing the Reluctant Professor’s Hypothesis: Evaluating a Blended-Learning Approach to Distance Education

Abstract

As MPA programs search for teaching options that meet students’ needs and maintain program quality, many are exploring various distance learning formats. This paper evaluates whether students with synchronous learning and asynchronous learning experiences received a different quality of instruction in an course that blended distance and face-to-face learning. The authors review the literature on blended learning distance education as an alternative to online-only distance education, discuss the model of blended learning distance education used in the course described in this analysis, and then review their hypotheses, research methodology, and statistical analysis. The authors conclude with a brief discussion of the implications of this experiment for other MPA programs that might explore a blended learning distance education component in their curriculum.

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