This paper discusses the results of a qualitative participatory action research study where the
purpose was to examine the nature of the cohort learning experience in an online master’s
program from both faculty and student perspectives.
There has been much discussion in higher and adult education circles in the last decade on
distance education, web based and web enhanced learning online, and online degree programs.
Nearly all institutions of higher education now offer at least some classes online, and many offer
entire degree programs. While many have discussed the plusses and minuses of online
education, and considered what online pedagogy offers to adult learners, there has been little
discussion of what online education looks like specifically in online cohort programs, from the
students’ perspectives. Thus, the purpose of this paper is: (1) to discuss the results of a
participatory action research project where the purpose was to examine the nature of the cohort
learning experience in an online master’s program that began with a residential component from
both faculty and student perspectives; and (2) to consider the implications for the ongoing
development of both “high tech” and “high touch” and academically sound degree programs in
adult education and related areas