From MBA to MCM: A pedagogical examination of blended residency-online teaching and learning in a graduate professional communications program

This paper provides an overview and assessment of the blended learning pedagogy employed in a unique Canadian combined academic-professional Masters programme. It looks at the perspectives of faculty and students relative to key teaching and learning concerns. The paper analyzes the discussion of faculty at a retreat and a follow-up focus group with students. The analysis of faculty and student reflections is triangulated with a literature review of the relevant pedagogical theory and practice. The pedagogical research focuses on the area of blended residential/online delivery of graduate professional programs in Canada and around the world. ©Journal of Professional Communication, all rights reserved.