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Abstract

The use of blended learning as a delivery model is prevalent in higher education today and takes advantage of both traditional face-to-face and online instruction to deliver academic courses. This study was designed to examine student perceptions of a blended graduate degree program in ASL-English interpreter education pedagogy. The study examined information regarding the overall blended degree program, student perceptions about the online aspects of the program, effectiveness of the delivery methodology and a general concept of ways to strengthen the program. Through a survey and interviews, students provided insight into their experiences with instructors, courses, delivery formats, decision factors in joining a blended program, and the program as a whole. Participants also provided recommendations for courses and program design.

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