Date of Conferral
10-10-2025
Degree
Ph.D.
School
Human Services
Advisor
Kelly Chermack
Abstract
The purpose of this qualitative study was to explore how graduate-level human services students who have attended both traditional and online courses describe their educational experiences, particularly in terms of engagement, knowledge application, and peer connections. Semistructured interviews were conducted among 12 graduate-level, human services students who had experience in both learning environments. Social learning theory was the theoretical foundation used in the study. Thematic analysis, revealed four major themes describing distinct learning experiences across modalities. First, online and traditional learning involve different forms of engagement. Second, relational engagement in academic environments is important. Third, constraints on engagement across learning environment occur in both. Fourth, there are complementary strengths of online and traditional learning. Both environments presented unique constraints: online learning involved isolation and communication challenges, while traditional learning created rigid scheduling and classroom exposure issues. However, each modality offered complementary strengths, with online learning providing flexibility and personal growth opportunities, while traditional learning offered structure, accountability, and interpersonal skill development essential for human services work. The findings provide insights for educators and institutions designing effective learning environments and address gaps in literature regarding graduate-level human services students' comparative experiences.
Recommended Citation
Williams, Beverly Crawford, "Educational Experiences of Traditional and Online Learning Graduate Students" (2025). Walden Dissertations and Doctoral Studies. 18483.
https://scholarworks.waldenu.edu/dissertations/18483
