School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Daniel Baer


Blended Learning, Corporate Learning, Distance Learning, Equivalency, On-the-job Training




The purpose of this qualitative case study was to explore the perceptions and experiences of learners and subject matter experts (SMEs) at Tobrikay Corporation (pseudonym) regarding software systems training in a blended learning environment. The following question was the focus of this case study: What are the learners and SMEs’ experiences with the adoption of blended learning at Tobrikay Corporation? The theory guiding this study was Knowles’ (1989) theory on andragogy. In order to connect with adults, a link must be established between the key concepts being taught and their relevance to the intended recipient. The study was further grounded in Moore’s (1993) transactional distance theory, which proposes distance occurs between the following: learner-learner, learner-instructor, and learner-subject matter. A limited amount of research on blended learning in the corporate environment exists. The design was an instrumental case study used to seek an answer to a question to understand casual connections. This case study explored 15 participants who are current users and SMEs of a blended training program at Tobrikay Corporation in the Midwest. Data were collected through semi-structured interviews, observations, focus groups, and corporate artifacts. Learners and SMEs faced transactional distance in the blended learning program. The fulcrum of this study was to identify the effective and ineffective methods of the blended program. Eliminating the ineffective methods of blended learning would save the learners resources, SME resources, and Tobrikay Corporation Resources.

Included in

Education Commons