Learning From Focus Groups: An Examination of Blended Learning

The purpose of this research was to investigate how various distance-learning technologies affect student learning in a high-level course in the military. This training comprised three phases: asynchronous, synchronous, and residential instruction. Initial site visits indicated that this course was extensively planned and supported. At the end of one training course experience, two focus groups of students, as well as three instructors and the course advisor, were interviewed about their on-line experiences. Each group mentioned distinct advantages and disadvantages of the different components of the course. For example, on-line learning appeared to allow for greater and timelier feedback, authentic and meaningful learning, problem-solving, communication, and convenience. At the same time, participants noted several problems including the lack of learning management system flexibility, technology downtime, and overwhelming tool choices and content to learn. They also felt that the time commitments of the program resulted in many students dropping out of the program. Ten key Web-based instruction considerations or issues mentioned across participants related to feedback; meaningfulness of content; content size; course development and organization; the role of the on-line instructor; structuring small groups; flexible and active learning; use of technology; assessment practices; and general skills such as on-line communication, problem-solving, and teamwork. Participants offered many relevant recommendations for fine-tuning this program as well as building similar programs.