Student Satisfaction in Traditional, Online, and Hybrid Continuing Education Courses: A Case Study by Leah Flores Goerke(Maxwell Air Force Base, AL: Air University Press, 2018).
“Instructors of military continuing education courses transitioned traditional classroom leadership courses to fully online and hybrid formats that combined online and face-to-face instruction. No evaluation of student satisfaction during the transition was conducted using research-based practices. The purpose of this mixed methods research study was to examine student satisfaction of traditional, hybrid, and online delivery of two military continuing education courses using research-based practices. This empirical study was grounded in Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson’s adult learning theory as well as Terry Anderson’s and Gilly Salmon’s online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of two military continuing education courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences. Student satisfaction narrative data were analyzed using thematic analysis and axial coding. There were no significant differences in student satisfaction ratings among course delivery methods. Course relevance to jobs, instructor quality, interactivity, and student support were found as com-mon themes in the student comments. The findings of this study would suggest traditional courses could be transitioned to online and hybrid delivery with particular attention to ensuring the courses contain job-related content, high quality instructors incorporate interactive activities, and school staff personnel provide robust support. Online and hybrid versions of traditional leadership courses may enable DOD military and civilians serving abroad or in deployed locations to keep up with their professional development.”
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