Date of Conferral
Doctor of Education (Ed.D.)
Instructors at a U.S. Military School transitioned traditional courses used for professional development (PD) of military and civilian personnel to fully online and hybrid formats that combine online and face-to-face instruction. No evaluation of student satisfaction or instructor experiences during the transition has been conducted. The purpose of this sequential mixed methods summative program evaluation was to evaluate hybrid and online delivery of 2 PD courses by analyzing student satisfaction data and instructor experiences. This study was grounded in Knowles, Holton, and Swanson's adult learning theory and Anderson's and Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of the PD courses, and interviews with 4 instructors who taught the courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences. Student satisfaction narrative and instructor interview data were analyzed using thematic analysis and axial coding to find themes. There were no significant differences in student satisfaction ratings among course delivery methods. The courses were not relevant to jobs, contained little interaction, and identified technology challenges as common themes in the student comments and the instructor interviews. Based on the findings of this study, an evaluation report was drafted with recommendations to incorporate job-related activities, interactive teaching strategies, and technology orientation sessions for future course transitions. This endeavor may contribute to positive social change by informing military officials and faculty to guide future course transitions from traditional to online and hybrid delivery.