Michael P. Menchaca

Learner and instructor identified success factors in distance education

To better understand their perceptions of optimal tools and strategies for success, this research analyzed the experiences of learners and instructors in an online distance education environment. A qualitative constant comparative analysis methodology supported by an appropriate conceptual framework guided the study. Data were collected over multiple years and from multiple stakeholders. The study identified the following significant conclusions: the availability of multiple tools added flexibility to the learning environment; technology tools should appeal to multiple learning styles; collaboration, reflection, and building a learning community were important strategies supported by multiple tools; and participant satisfaction, appropriate prerequisite skills, and faculty and administrative involvement ensured programmatic success. According to this study, optimal distance education environments should address factors identified in the conceptual framework.

Investigating value creation in a community of practice with social network analysis in a hybrid online graduate education program

This study reports an analysis of 10 years in the life of the Internet-based Master in Educational Technology program (iMET) at Sacramento State University. iMET is a hybrid educational technology master’s program delivered 20% face to face and 80% online. The program has achieved a high degree of success, with a course completion rate of 93% and a graduation rate of 84%. iMET is based on Lave and Wenger’s seminal community of practice (CoP) model, which is identified by faculty and students as key to the program’s success. This study applied a value creation framework (VCF) created by Wenger, Trayner, and de Laat for assessing value creation in a CoP. The article presents detailed information concerning the framework and how it was applied. It then outlines how a social network analysis led to findings that value was created in the iMET CoP and how the value created led to a sustained CoP currently entering its 13th year.

Value creation stories in a community of practice: Assessing value in an online masters program

This paper reports value creation stories from an assessment of ten years in the life of an online masters program. The program is a hybrid particular discipline masters program delivered 20% face-to-face and 80% online. The program achieved a high degree of success, with a course completion rate of 93% and a graduation rate of 84%. The program is based in a community of practice model (CoP) and the CoP model is identified by faculty and students as key to the programs success. A previous study applied a value creation framework (VCF) created for assessing value in the program. This paper shares detailed information concerning the framework, how it was applied, how a social network analysis was conducted, and the value creation stories evident in the program.