coursework vs mixed mode

Research Mode or Mixed/Coursework Mode for Postgraduate Programs?

Postgraduate programs may be either coursework or research-based. There is a significant difference between these two types of programs, and one could be better suited to your objectives than the other.

Course-based Masters Degrees are taught through lectures, lab work, workshops, or distance learning, while research-based Masters Degrees enable students to conduct their research projects in a specialized area. Research-based postgraduate programs usually take longer to complete than course-based programs.

Continue reading to learn the main differences between course-based and research-based master’s degrees, and hopefully, this article can assist you in deciding which is best for you.

Coursework programs have a structure that includes core, elective, and optional units, and they include enrolment in these units, attendance for all scheduled classes, and assignment completion.

Online study is now available for some postgraduate courses, and attendance is not needed. The majority of coursework-based master’s programs provide study and may include the completion of a minor thesis.

On the other hand, research-based programs are awarded after completing a major thesis, which entails conducting independent original research under the supervision of a senior academic.

Students may complete additional units to broaden their knowledge, although this is determined on a case-by-case basis. Reports from students/supervisors to the appropriate graduate studies committee evaluate course progress rather than mandatory assignments.

Coursework-based Masters or Taught Master’s Degree

Master’s degrees that are taught are identical to undergraduate degrees. They consist of lectures, practical’s, and work seminars that offer a series of taught modules. You will be evaluated on the skills and expertise you have gained after completing these modules.

Coursework, tests, community tasks, and dissertations are used to assess students. Depending on the subject of research, you will be awarded a Master of Arts (MA), Master of Business Administration (MBA), or Master of Science (MSc) degree after your course. In contrast to popular belief, an MBA is purely a coursework-based program (not a research-based program).

Research-based Master’s Degree

Master’s degrees in science include learning by research. Many funding bodies only grant money to Ph.D. students who have completed research programs, so research-based degrees are seen as useful training for pursuing Ph.D. studies.

If you’re considering to study master’s, you will need to work independently because you won’t get as much tutoring as you will on a coursework-based degree. Supervisors, on the other hand, will provide you with assistance in developing your research proposal.

You would aim to get your work accepted for publication in a prestigious research journal. A professional judgment of your research work and a verbal test related to your research subject is used to assess research programs.

Depending on the topic of study, you will receive a Master of Research (MRes), Master of Philosophy (MPhil), Master of Science (MSc by Research), or Master of Arts (MA by Research) degree after your course.

Should I pursue a coursework-based or research-based master’s degree?

Your choice of the postgraduate program should be driven by your career ambitions, academic preferences, and preferred learning style.

A taught postgraduate course, such as an MA or MSc, could be best for you if you want to obtain more advanced subject knowledge and an additional qualification before entering the job market.

An accredited coursework program will be more beneficial if you have a particular career in mind. A Postgraduate Certificate or Diploma is most common, but a full taught course, such as a Masters of Social Work or a Legal Practice Course, can also be offered.

If you want to do academic research or work in a field where research skills are essential, an MRes is a good option. This will encourage you to concentrate on a solo project to learn research skills or to assess whether a longer research degree (such as a Ph.D.) is likely to appeal to you.

Suppose you want to pursue a career in academia. In that case, you may be able to enrol in an MPhil program after completing your undergraduate degree and then upgrade to a Ph.D. after making adequate progress.

In a Nutshell

If you’re wondering which postgraduate mode (research or coursework Masters) will allow you to go for your Ph.D., then you should know this. Most Ph.D. programs ask that applicants have any Master’s in an appropriate subject.

So, whether you pursue a Research-based or Coursework Master’s degree, if you meet the various admission criteria, you would be able to pursue a Ph.D. To find out more about the postgraduate programs at AIMST University , a prestigious medical university in Malaysia, feel free to get in touch with our friendly counsellors.

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Hybrid, Mixed-mode, or Blended Learning: Better Results with eLearning

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Founder and CEO, CommLab India

Blended learning is the term used to describe the instructional method that involves both face-to-face classroom style instruction as well as the use of online methods. It is also called hybrid learning or mixed-mode learning. A blended curriculum could include:

• a range of instructional methods, from traditional lecture and guided practice to problem-based learning and other approaches, such as games, case studies, simulations, and discussion groups;
• various delivery methods, in or out of the physical classroom, such as videos, eBooks, synchronous virtual classroom, and asynchronous (self-paced or self-guided) eLearning; and/or
• a mixture of moderation and facilitation methods, including instructor-led, peer-to-peer, collaboration, and so on.

For organizations that have not already incorporated eLearning into their enterprise learning strategy, it makes sense to start the transition by shifting a small part of the traditional classroom training online and creating a blended curriculum. Blended learning can provide many benefits to the organization, to L&D managers, and to employees.

• It can integrate seamlessly with the organization’s business objectives, bridging employee skill and knowledge gaps by supplementing existing training practices with additional resources.
• It can address the problem of limited classroom space and offer learning opportunities to employees who have otherwise not had opportunities for professional growth and development.
• Online courses that deliver basic content on a subject make better use of the valuable time of both the instructor and the employees; afterward, a subject matter expert, facilitator, or instructor in a classroom setting can help employees develop a more in-depth understanding of the subject.
• Blended learning enables L&D team members to get familiar with eLearning and to adapt their course development techniques to the online context. It also provides them with opportunities for innovation in instruction.
• A more dynamic method of knowledge transfer that includes a combination of online, face-to-face, and collaborative learning does a better job of engaging employees.

How to get started

There are many ways to blend courses and curricula. To a certain extent, the best way to start will depend on the course itself, the target audience, time available, and expected learning outcomes. However, assuming that you have an existing training calendar and program, you can supplement it with blended learning options in the following ways.

Put introductory courses online: Develop basic or introductory content on a subject into online modules. For example, if new employees have to go through orientation or onboarding, they can first complete online courses that give an overview of the organization and all the essential aspects that do not really need to use the resource of an HR manager. Then, the face–to-face interaction provides more value-added knowledge and an opportunity to clarify doubts or questions that employees might have as a result of the online course content.

Create pre-classroom content: Case studies or problems give employees situations to think about before coming to a classroom session. The classroom interaction can then focus on possible ways to resolve the problem. For example, the case study could be about the customer objectives for a sales person, and employees can discuss their ideas as to how to achieve them. During the classroom interaction, not only will participants get to know the ideas held by the subject matter expert or instructor, but will also get to know the ideas held by peers. Peer-to-peer learning can make the learning value much higher.

Set up a collaborative platform: We know that classroom interaction can limit knowledge gain. Sometimes, the gain is just theoretical. When employees put the theory into practice they may face hurdles or roadblocks and they may or may not have someone to help them. Having a virtual space in which to engage and interact with each other will help them share their experiences, offer suggestions, and learn from each other. The instructor or other experts could then be moderators, facilitators, or even active participants in the group.

Post assessments online: Another simple way to start blended learning is by following up the classroom training with online assessments. We can test the understanding and outcome of the classroom training with summative online assessments that can be in simple multiple-choice format or in a more sophisticated gamification format.

Digital job-aids : Today’s employees are used to accessing information instantly when needed using their mobile devices or tablets. Hosting job aids in the form of videos, podcasts, and eBooks online makes them available to employees as needed. It is important to make these resources accessible via multiple devices and to tag them effectively for easy and quick access.

In summary, the design of blended learning options must make them part of an integrated training curriculum with a planned workflow structure. It means aligning every online resource, be it an eLearning module, eBook, video, podcast, or an assessment to a particular course and classroom curriculum and integrating them as single units with a planned workflow. When you do this, employees who have registered for a course have a clear understanding that they take an online course before attending a classroom session, and then follow it up with an online assessment. They also know what online resources to tap when they need help during the course of their jobs. If done this way, you are much more likely to get better learning outcomes.

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Understanding the Pros and Cons of Mixed-Mode Research

Summary: mixed-mode research is gaining steam in the research industry but researchers need to be aware of the limitations and potential measurement error involved. questions must be presented so that the meaning conveyed is the same across multiple modes to yield comparable results.

11 minutes to read. By author Michaela Mora on July 6, 2011 Topics: Market Research , Sample Size , Survey Design

The concept of mixed-mode research is nothing new, but it seems to be gaining traction in the research community . Among the issues pressing the use of mixed-mode survey designs are the need to reduce coverage bias, increase response rates, and lower costs.

Reduce Coverage Bias

The advent of new technologies combined with fast-paced demographic and cultural changes have put a dent in the ability of traditional and newer data collection methods to cover all segments of the population.

• In-person interviews . The increase of gated communities and locked apartment buildings, in tandem with safety concerns, has made it very difficult to access people’s homes for in-person surveys.
• Telephone surveys . The trend toward not listing addresses in phone directories; increased use of answering machines with Caller ID; and listing of phone numbers in the Do Not Call Registry have introduced problems with coverage in phone surveys. While survey research is exempted from the Do Not Call Registry, most consumers are unaware of this. Telemarketers have been blamed for much of this change. In the ’90s telemarketers began using some of the techniques used to conduct surveys, making people less willing to answer unsolicited sales calls and let their phone numbers be public.

Population coverage . Population coverage via phone surveys has also been affected by the proliferation of multiple phone lines in homes (i.e., fax, Internet), cell phones and voice-over-IP lines. Landline-based samples can’t guarantee high coverage rates any longer. Research from the National Center for Health Statistics indicates that by the end of 2009, at least 25 percent of adults could only be reached on a cell phone – a proportion that is even higher in certain groups (i.e., young adults ages 18-29 and Hispanics). Analysis of data from Pew Research Center’s dual-frame surveys also shows that only 7 percent of adults 18-29 can be found in landline samples, while 65 percent are adults ages 50 and older.

Online surveys . Web surveys have grown exponentially in the last 10 years. At the same time, online surveys have always raised concerns about coverage. Although a large portion of the population has Internet access, it doesn’t mean they are all accessible for online surveys. Most primary market research conducted online uses samples sourced either from online panel providers or from clients’ own customer databases.

Online panel samples are, by definition, convenience samples. Even when their composition may resemble the general population, they are populated with people who want to participate in surveys in exchange for incentives. We can select random samples from the panel population but the fact remains that not all individuals in the population will have the same chance to participate in surveys, as not all belong to an online panel.

There are always groups that will be underrepresented (e.g., Hispanics, young males, low socioeconomic strata, etc.) or overrepresented (e.g., white, educated, etc.) in the online panel population. A typical example is Hispanics, separated by different acculturation levels. Most online panels have acculturated, bilingual Hispanics but very few, if any, unacculturated Hispanics. Consequently, if we want to survey less-acculturated Hispanics we have to use phone or in-person interviews to reach them.

Mixed-modes can be used to reach respondents and invite them to take the survey in another mode. This is the case of postal mail, in-person and phone interviews used to recruit respondents for online surveys, which can be taken at a central location or at home, if the person has Internet access. By combining different data collection modes – and reaching different segments with the mode that is more effective for each – we can improve coverage.

Increase Response Rates

• Data collection fit . Survey response rates across all data collection modes have experienced a steady decline for decades. Often a mixed-mode approach is used to increase response rates by providing different alternatives to participate in surveys, depending on respondents’ preferences or resources. Some people may not have access to a computer at home or may not feel skilled with computers; in these instances, a phone or in-person interviews are more appropriate than online surveys. In studies about sensitive topics with people that can only be reached via in-person interviews, computer-assisted personal interviews can be mixed with computer-assisted self-administered surveys so that the person can answer – directly on the computer – questions that feel too embarrassing to answer out loud in front of the interviewer.

Survey length . Another factor, which usually affects response rates negatively, is long surveys, which unfortunately have become too common. Faced with tight budgets and short deadlines, many research clients often cram as many questions as possible, particularly in online surveys, trying to capture data on all possible issues (current and old) in the few studies they can afford. Research has shown that as the survey length increases, response rates increase and data quality deteriorates . The best way to reduce drop rates related to survey length is to make surveys shorter, although it has been argued that good survey design can also reduce drop rates in long surveys.

In cases when inevitably we have to ask a large number of questions, a mixed-mode approach may help to increase response rates. Examples of this are studies that require respondents to record activities or media consumption, like the National Consumer Survey conducted by Experian Simmons, in which in-person, phone, and mail are used to recruit, remind and capture data. In our effort to increase response rates by using mixed-mode surveys, we should never lose sight of the goal of achieving a representative sample of the target market. It may be easier to increase response rates in certain segments using a data collection mode but we may end up skewing the sample.

Lower Costs

Cost is often one of the factors that weigh heavily on the decision about what data collection mode to use. Multiple data collection methods can help mitigate the cost of certain research projects, especially if the study requires reaching low-incidence groups or groups not accessible with a certain mode.

Currently, online surveys are the most cost-effective of all data collection methods, so they are often combined with other more expensive modes like phone or in-person interviews to reach smaller subsets of the sample to increase coverage. For instance, in tracking studies that require samples from the general population and the Hispanic segment, we may direct the general population sample and part of the Hispanic sample to online surveys, while the rest of the Hispanic sample is recruited by phone-to-Web, phone-to-central location, or phone-to-central location-to-Web. These combinations cost less than if we were to conduct only phone or in-person interviews with the whole sample, Hispanics and non-Hispanics. Of course, none of these combinations would cost less than doing online surveys only but sometimes this is not feasible without introducing coverage bias and non-response errors.

Measurement Error

Despite all the benefits of mixed-mode surveys, researchers and clients must be aware of a major limitation of using multiple data collection modes in the same study. The use of different modes introduces measurement error because people answer questions in different ways depending on the collection mode. There are three key factors that usually influence how people answer.

Question formulation

Question wording and format tend to be different between data collection modes. For instance, in selection questions, while respondents are able to read answer options in mail and online surveys, the same questions asked over the phone often require changes in wording so they sound natural when spoken.

In mail and online surveys, respondents tend to put more thought into the items listed early but as they go down the list and more information is added it becomes more difficult to consider all the options at the same time (Krosnick and Alwin, 1987). In this case, respondents tend to choose among the first items listed if they are in agreement with what the respondents had in mind (primacy effect). In phone interviews, on the other hand, respondents don’t have enough time to process all the items being read and the last answer options heard are more likely to be remembered and selected if they confirm what the respondents are thinking about the subject in question (recency effect).

To avoid burdening respondents’ memories with too much information, multiple-choice questions are usually asked as a series of forced yes/no questions in phone interviews. However, the same questions are commonly asked as multiple selections (i.e., “check all that apply”) in online surveys. It is common practice to treat the results from both types of questions as equivalent but in fact, they are not. Research has shown that respondents answering forced yes/no questions spend more time processing the question and mark “yes” more than with the check-all question format when used in phone and online surveys (Smyth et al., 2003). This suggests that forced  yes/no and check-all formats are not comparable .

Sense activation

Respondents’ comprehension of a question is greatly influenced by the senses activated by the data collection mode. In phone surveys, respondents have to actively listen and remember the questions and answer options. As they interact with the interviewer, they can’t avoid being influenced by the meaning conveyed by the interviewer’s tone of voice, intonation, accent, and other characteristics. In online surveys, visual representation of words and graphic elements such as page layout, colors, font size, and images become more important and have a greater impact on how respondents answer. In short, there is always a potential risk that the same question asked in an online survey and in a phone interview will be interpreted in different ways by the same respondent yielding different answers unless efforts are made to make sure the same meaning is conveyed in both modes.

Rating questions seem to be particularly sensitive to oral and visual presentations. Many studies (Dillman et al., 1984; Krysan et al., 1994; Christian, 2007) have shown significant differences in responses to rating questions when asked by phone, IVR, online surveys, and self-administrated paper surveys. The results in all the studies indicate that the same rating questions may produce more positive ratings when the respondent is not able to see the rating scale, regardless of scale length; use of labels on all rating points or just the endpoints; or respondents rating in one or two steps (Dillman et al., 2009).

Presence of interviewer

Data collection modes such as phone and in-person interviews can’t escape the influence of the interviewer on respondents’ answers, as the activation of social norms is inevitable during the interaction. When interviewers are present, respondents are more likely to acquiesce and provide socially-desirable answers than when interviewers are absent – even if not very sensitive questions are asked. Another factor to consider is the fact that interviewers control the delivery of the survey. They ask the questions and can probe further to better understand respondents’ answers, which is not possible in paper or online surveys. Further probing can improve measurement but it creates more interaction with the interviewer and potentially a higher risk for bias driven by social norms. Acquiescence and social desirability can also be present in online surveys depending on how the questions are formulated but the risk is mitigated by the absence of interviewers.

Part of the Future

Whenever it makes sense and is feasible, we should always try to keep surveys within a data collection mode to minimize measurement error produced by the use of multiple methods but mixed-mode surveys are part of market research’s future.

The solution is to find a balance between the need to make the questions work for each specific mode and the need to create questions for each mode that produce comparable results. This was precisely the goal of the survey design guidelines developed for achieving commonality across mail, Web, phone, and handheld computer modes in the 2010 U.S. Decennial Census. The underlying principle for these guidelines was described as:

“Universal Presentation: All respondents should be presented with the same question and response categories, regardless of mode. While one might assume that this principle requires questions, categories, instructions, etc., to be identical across modes, this assumption turns out to be neither feasible nor desirable. Rote repetition would result in awkward and difficult-to-administer instruments that are unlikely to achieve consistent response data. Rather, Universal Presentation says that the meaning and intent of the question and response options must be consistent. In some cases, questions or instructions need to be modified so they can be communicated to, attended to, and understood by respondents the same way in different modes. The goal is that instruments collect equivalent information regardless of mode. By equivalent, we mean that the same respondent would give the same substantive answer to a question regardless of the mode of administration.”

Work Across Multiple Modes

Many times the differences between how questions are designed are a matter of tradition and researcher specialization in one data collection mode. Market researchers need to think about designing surveys that work across multiple modes and provide comparable results.

As published in the July 2011 issue of the Quirk’s Marketing Research Review .

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How to decide between postgraduate research and coursework

It can be a little tricky figuring out which postgraduate degree is for you. That’s why we’ve done the work for you to clarify the differences between a coursework degree and a research degree, and where each could take your career.

Tl;dr: The main difference between these two styles is coursework has classes and research has a thesis.

Postgraduate coursework: advanced classes

In a nutshell: an advanced continuation of undergrad-style learning.

Choosing a coursework degree means you’ll attend lectures and tutorials, complete assignments and sit exams – just like your first degree. You’ll be taught discrete units that are part of a set program and at a higher academic level than your undergrad.

Coursework degrees aim to deepen your knowledge and enhance your undergraduate degree with postgraduate training, focusing you towards a specific profession. Alternatively, you can use your undergraduate degree to pivot and pursue a new area of study at postgraduate level.

For instance, you may have completed a Bachelor of Arts majoring in English and Japanese, then realised you’d like be a high school teacher, so you enrol in a Master of Teaching (Secondary) .

Or perhaps you did a Bachelor of Science majoring in Engineering Science and after working for a couple of years, you now want to start your own business. Enrolling in a Graduate Certificate in Entrepreneurship and Innovation could get you there.

Also bear in mind, some coursework courses can involve a research element such as the completion of a minor thesis. This forms part of training your time management and written skills.

If you’re looking to complete a degree part time or solely online, you can find a postgraduate coursework degree to suit you. There are graduate certificates, graduate diplomas and master’s degrees, and we’ve explained the difference between these  too.

Postgraduate research: independent thesis

In a nutshell: solo research project to produce an original thesis.

Taking on a postgraduate research degree provides you with the unique opportunity to follow your interest in an area of research and contribute to the field.

You’ll work on your own project, under the guidance of an academic supervisor who you have chosen, with the aim of producing, presenting and submitting a final thesis. This final thesis is the culmination of your original research and investigation – an original contribution to knowledge.

You can often undertake any project of your choosing, as long as you can find a supervisor to connect with. Once you’ve found a potential supervisor, meet with them to discuss your project proposal and see if they agree to supervise you.

If you’re interested in completing a PhD or are thinking about a career in academia, a research degree is a popular decision. This type of study enables you to demonstrate your capacity to conduct research independently and form a distinct contribution to an area.

So what’s ‘honours’, then?

Honours  is the opportunity to extend your undergraduate degree by a year – a sort of bridging year between undergrad and postgrad. The benefit is setting yourself apart from other undergraduate grads, as employers value the skills gained from the independent research project you’ll complete.

Honours is reserved for students who demonstrate strong academic performance in their final-year units. You may be invited to consider honours or you can apply directly . Students considering a research master’s or PhD are strongly encouraged to complete an honours year as a research training exercise and a taster of what’s to come in the research life.

Still can’t decide? See what some of our coursework and research graduates have to say .

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Online and Mixed-Mode Teaching

Online and mixed modalities at ucf.

Online teaching at UCF is administered by the Center for Distributed Learning (CDL). There are several modes of teaching online at UCF , including the three most common: Reduced-Seat-Time, or Mixed ((“M”, “MR”), fully online on the Web (“W”), and Limited Attendance (“RS”, “MR”, “RL”). Additional modalities include options for synchronous video (livestream or lecture capture). If you hope to teach a class in any of these online modalities, additional credentialling will be required . Speak with your department chair about this training.

Center for Distributed Learning Training Programs

Enhancing face-to-face classes with a webcourse.

UCF requires all classes to have an associated webcourse for collecting data about the student financial aid requirement and grading.  However, even for face-to-face courses, web course shells can be a convenient place to post student resources and collect assignments. For more information about how you can enhance your face-to-face classes with a web course, faculty can take the “Essentials for Webcourses” self-paced module. See this website  for details and registration instructions.

In-depth training for fully online and mixed-modality classes

CDL also provides numerous online and face-to-face training opportunities for instructors teaching online. Visit their schedule page for a list of training sessions and scheduled events. Their Resources page offers links to many helpful files, such as their live training sessions recorded as a video for you to watch. The Center for Distributed Learning also maintains its own website of best practices in online teaching pedagogy.

Additional training for specific technologies

CDL also provides self-paced training modules geared toward synchronous online teaching including using Zoom, Panopto, and engaging in Blendflex hybrid teaching. For more information about these modules, visit their professional development page.

Interactive Techniques and Resources for the Online Environment

For a list of interactive techniques you can adapt to teaching in an online environment, please download our Interactive Techniques for the Online Environment handout. Many of these are adaptations of our Interactive Techniques Handout .

If you’re using both synchronous online and face-to-face presentation modes in a course, take a look at our  BlendFlex Course Mapping Template  to help you organize your course.

Other Resources about Online and Blended Teaching

We’ve also gathered some helpful resources from other institutions here:

• Instructional Strategies Adapted for Virtual and Online Classes  (Texas Wesleyan University)
• Asynchronous Strategies for Inclusive Teaching  (Brown University)
• Active Learning in Hybrid and Physically Distanced Classrooms  (Vanderbilt University)
• “ 6 Models for Blended Synchronous and Asynchronous Online Course Delivery ” (Educause)

The following PDF resources are provided under a Creative Commons CC BY SA NC 4.0 License . They were created by Torrey Trust, Ph.D., of the University of Massachusetts Amherst and have not been modified from their original forms:

• Using Video to Assess Student Attention in Virtual Class Meetings
• Rethinking Teaching 2020: Enriching remote, online, hyflex, blended, and in-person teaching for fall 2020

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The Master's Degree by Mixed-mode is a combination of coursework and research activities. The assessment depends upon both the coursework and dissertation (research work). The component for the coursework is not more than 50% and the dissertation contributes the other 50%. The Mixed Mode program develops the research skill of the students on top of enhancing the theoretical knowledge of the subject area. Course offered are as below By Mixed-mode FULL TIME

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• Master of Computer Science (Software Engineering)
• Master of Science in Manufacturing Engineering
• Master of Science in Materials Engineering
• Master of Science in Railway Engineering
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Webcourses@UCF Support

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Home » Get Support » Student Support » Course Modalities

Course Modalities

What is a course modality  .

Course modalities refer to the method in which a class is delivered or conducted, determining how students engage with content, interact with instructors, and participate in the learning experience. 

Why is it important to learn about the types of course modalities at UCF?  

Understanding course modalities will help you select classes that align with your learning preferences. Traditional in-person courses will require you to follow a determined class meeting schedule, while online courses demand a reliable internet connection. Knowing these differences helps you choose the best modality to suit your needs. 

How will I use course modalities?  

To help you make these critical decisions, we’ve broken down the class format, requirements, and fees associated with the various course modalities. Use the guide below to explore the available options when planning each new semester. 

Types of Courses at UCF

• Modality codes containing L indicate there are live-streamed online class meetings.  ↩︎
• Modality codes containing an R indicate that in-person class meetings are limited to 20% of the instruction. ↩︎
• Asynchronous classes are classes that don’t require participants to be online at the same time and can be completed at individual paces. ↩︎

Choosing the Right Modality

Your academic journey at UCF involves more than just selecting courses—the right modality you opt for can significantly impact your academic experience, influencing factors such as flexibility, engagement, and overall success. Whether you thrive in a traditional classroom setting, prefer the flexibility of online learning, or seek a blend of both, our resources below will provide clarity and assistance as you navigate the diverse modalities at UCF.

Blended Learning

Video Enhanced

Live Streamed

Frequently Asked Questions

Synchronous classes require real-time participation, while asynchronous classes allow flexibility in accessing course materials and completing assignments.

Online course materials are typically available through Webcourses@UCF , the university’s learning management system (LMS), where you can access lectures, readings, and assignments.

Students may take any mixture of modalities during a semester, but may not change an individual class modality during the semester.

The distance learning fee is $18 per credit hour for for resident and non-resident students. It is used to support the extensive resources needed for UCF to maintain and grow their world-class online teaching and learning activities. 

The level of difficulty can vary based on personal preferences and learning styles. Online classes may require self-discipline and time management skills.

Web-Based (W), Video Livestream (VL), and Online Video Content (V) are eligible courses for students registered for UCF Online .

Additional Resources and Support

Knights Online

In this guide, we provide you with the resources and support you need to ensure you overcome any challenges and achieve success during your online courses. Visit Knights Online .

Have Questions?

For assistance regarding a specific modality, Webcourses@UCF can assist with further inquiries. To contact Webcourses@UCF, call Webcourses@UCF Support by phone ( 407-823-0407 ), email ( [email protected] ), live chat, or through our  Online Support Form.

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School of Educational Studies  |  Main Campus

Master of Arts in Education - Mixed mode

Master of Arts (Education) Mixed Mode Program aims to promote the professionalism of teachers, teacher trainers, educational administrators and professionals in educational-related services. This program is intended to produce graduates with deep understanding of content knowledge, theories, developments and issues in respective speacialisation areas in education; and who also possess skills to conduct critically reflective education-related research. In total, 12 areas of educational specialisation are offered in this program:

• Curriculum Studies
• Education Management and Administration
• Psychometrics and Educational Measurement
• Science Education
• English Language Education/TESOL
• Educational Technology and Multimedia
• Educational Psychology
• Mathematics Education
• Malay Language Education
• Special Education
• Early Childhood Education
• Higher Education

Applicants should possess the following:

• A Bachelor's degree in Education or related areas
• Min. CGPA 3.00/4; or
• Obtain sponsorship; or
• Official request by employer

(Applicable for International Applicants Only)

The minimum score for each programme can be vary from the below list, candidates are required to check for each programme requirements.

• A minimum score of 40 for TOEFL (Internet-based); or
• A minimum of Band 7.5 for TOEFL Essentials (Online); or
• A minimum of Band 6 for IELTS; or
• A minimum score of 47 for PTE; or
• A minimum score of 154 for Cambridge English (CAE/CPE); or
• A minimum score of 154 for Linguaskill Online; or
• A minimum of Band 3.5 for MUET

Exemption can be given to candidate if:

• English is the candidate’s mother tongue or National Language; or
• Candidate graduated from an Institution of Higher Learning in which the medium of instruction at Bachelor and/or Master degree level is English (statement of proof required)
• Full-time: Min 1 year/ Max 2 years
• Part-time: Min 2 years/ Max 4 years

This programme is offered as a mixed-mode programme, i.e. it comprises a component of taught core courses (50%), and a research component (50%). Students may choose to undertake the Master of Arts (Education) Mixed-Mode Degree Programme either as Full-time or Part-time candidates. The minimum duration of study for Full-time candidates is one year (made up of 2 semesters) and for Part-time candidates is two years (made up of 4 semesters).

The curriculum for the Master of Arts (Education) Mixed-Mode Programme consists of two components: Coursework Component and Research Component. The total number of units required to graduate is 40 units. Each student must register for 6 courses (with a total of 20 units) in the Coursework Component and the Dissertation (20 units) in the Research Component.

• Faculty of Education
• [email protected]

PWA - Doctor of Philosophy (Mixed - Mode)

Course Structure

Candidates are required to acquire a specified number of coursework credits. Certain coursework programmes may require the submission of a research reports.

Programme Period

Language requirement.

Entry requirements for International Candidates following courses and/or writing their Thesis/Dissertation in English:

• A score of 5.5 for IELTS (Academic); or
• A score of 550 paper-based total (PBT) or a score of 80 for internet-based total (IBT) or 213 for computer-based total (CBT) for TOEFL.

For International Candidates following courses and/or writing their Thesis/Dissertation in Bahasa Malaysia or Arabic Language:

• A score of 5.0 for IELTS (Academic); or
• A score of 500 paper-based total (PBT) or a score of 80 for internet-based total (IBT) or 213 for computer-based total (CBT) for TOEFL.

Entry Requirement

• A Master’s Degree (Mixed-modes or Research) with a  CGPA  of at least  3.00 or
• A Bachelor’s Degree in with a  CGPA  of at least  3.00 or
• A qualification approved by the Senate from time to time and
• Submit a  1,000-1,500  word prospectus explaining the proposed research in the chosen field of study

Intake Schedule

Last Update: 10/01/2024

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Enjoy the flexibility online learning provides, with both collaborative and independent study making up a large part of your mixed-mode course or unit.

Your on-site learning activities give you hands-on experience to complement your studies. Activities may include optional or compulsory residential schools, co-op placements or work-integrated learning.

As a mixed-mode student you can access our support services and facilities with access to more than 20 locations around the country.

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Explore our range of mixed-mode TAFE certificates and diplomas. Combine the flexibility of online study with hands-on learning experiences on-campus or with industry.

Mixed-mode degree units

Many of our degrees have mixed-mode units, ensuring you graduate with practical experience in the field. Explore unit availabilities with mixed-mode options on course pages.

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Institute of Postgraduate Studies  |  Universiti Sains Malaysia

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Coursework And Mixed Mode Programme

A foreign student must ensure that a student’s pass has been approved by the Immigration Department of Malaysia before entering Malaysia. For issues pertaining to immigration matters, visas, student’s pass, please contact the Officer-in-Charge at the International Office, USM.

Registration of a research mode student is based on the semester system and the date will be determined when the student registers. The period for Semester I is from the month of September-February while that of Semester II is from the month of March-August .

The registration date will take effect based on the following:

• If a student registers on or before the 15th of the month, the effective date is the 1st of that month. If a student registers after the 15th of the month, then the effective date is the 1st of the following month.

A student who is registered for a Masters or PhD degree must fulfill the duration of candidature as follows:

• Minimum - 4 semesters
• Maximum - 10 semesters
• Minimum - 6 semesters
• Maximum - 15 semesters
• Minimum - 2 semesters
• Maximum - 6 semesters
• Subject to the programme structure

It is the responsibility of a student to renew his/her registration every semester and make payment of tuition fees within the renewal registration period.

Renewal registration process is complete upon the completion of the progress report and tuition fees payment. For the students who received sponsorship, they MUST submit the copy/proof of sponsor letter to the Bursary Department according to the campus they registered. Failure to complete the renewal of registration process will result in the termination of the candidature.

Renewal of registration can be done online through CampusOnline portal ( https://campusonline.usm.my ). 

If any course(s) to be registered for that semester is not offered, students can apply for postponement of studies for that semester. Hence, renewal of registration is not required but the postponement request must be made before the date of the new semester commence.

Coursework and Mixed-Mode Full-time students must register for at least two (2) courses each semester. Part-time students are required to register for at least one (1) course each semester (excluding project/dissertation/repeating courses). This is not applicable for Master of Medicine and Research Mode students.

Course(s) offered for every semester can be referred to respective School/Centre/Institute.

MALAYSIAN CULTURE AND MALAY LANGUAGE (LKM 111)

Compulsory for all international students and to be passed prior to graduation. The minimum required passing grade for this course is C. Student can register for this course online through Online Registration system during the stipulated duration for course registration (usually two months before semester begin until 2nd week of the semester).

Exemption can be given to students who have taken and pass the equivalent course. Application for exemption must be submitted for approval to the Dean, School of Languages, Literacies and Translation.

PRE-REQUISITE COURSE(S) – other than LKM111 and RM course

Registration of all pre-requisite courses (if applicable) must be done latest by the second week of the semester. Student can register for this course online through Online Registration system during the stipulated duration for course registration (usually two months before semester begin until 2nd week of the semester).

A student can apply for conversion of his/her status from full-time to part-time or vice-versa. Application for conversion must be made using  IPS/HEP – 03 . Approval must be obtained from the respective Dean/Director of the School/Centre/Institute. The conversion of status is permitted twice only during the entire period of candidature.

An application for extension must be made two (2) months prior to the date before the expiration of the candidature.

This application must be made officially to the Dean/Director of the respective School/Centre/Institute using form IPS/HEP – 03 . The duration for the extension applied should be stated. IPS will process and update accordingly upon receiving the official endorsement from School/Centre/Institute. The MAXIMUM period of extension allowed is two (2) semesters only.

A student who wishes to change his/her mode of study must submit a NEW application form to IPS. A processing fee will be charged for this.

Withdrawal from programme can be made by sending a withdrawal letter to Dean/Director of School/Centre/Institute.

IPS will process and update accordingly upon receiving the official endorsement from School/Centre/Institute.

Coursework/Mixed mode student - Refund of all fees (except registration and smart card fees) will be made for withdrawals up to two (2) weeks from the date of registration.

A student can apply to postpone his/her studies for a period not exceeding one (1) year.

The postponement is only allowed after registration and completion of at least one (1) semester except for medical or valid personal reasons. Apart from medical reasons, approval can also be given if a student has presented one seminar (if this regulation is stipulated in the entry requirement).

Application for postponement can be made online through CampusOnline portal.

The University reserves the right to terminate a student’s candidature based on:

• Student’s failure to renew the registration before new semester commences.
• Unsatisfactory academic performance (Coursework/Mixed mode) / Research progress (Research mode).
• Failure to pay the tuition fees.
• Maximum candidature.

Disclaimer:  Universiti Sains Malaysia shall not be liable for any loss or damage caused by the usage of any information obtained from this web site. We reserve the right to revise any information from time to time at our absolute discretion without prior notice and shall not be liable for any loss or damage on any ground due to such revision.

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Master in Education Mixed Mode (Coursework and Research)

The School of Education, Faculty of Social Sciences and Humanities offers Master in Education , which is a Master program by mixed mode (coursework and research) with 15 specializations as the following:

The Program Educational Objectives (PEO) of Master in Education:

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Types of Courses

Valencia College offers a range of course delivery options to meet the diverse needs of our students. Use the resources below to better understand the types of courses we offer, search for courses by type and make decisions about your course schedule.

Face-to-Face

• Meet on campus on specific days and times
• Experience face-to-face time in small class settings with faculty and students
• Engage in a combination of in-person classes and online learning
• Complete coursework online by due dates

Real-Time Virtual

• Meet virtually at specific days and times
• Interact live with faculty and students in a virtual environment
• Complete assignments online outside of the class session by due dates

Online Course

• Engage online when it is convenient for you to learn without scheduled class times
• Interact with faculty and students online
• Complete all coursework online by due dates

Comparison of Course Types

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NAK SAMBUNG MASTER? Jenis coursework, mix-mode, research: mana lagi bagus? PhD?

Master ada 3 jenis pengajian :, cara nak pilih mode master yang mana satu.

SAMBUNG MASTER VS KERJA

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  Mixed-mode Vs. Research , What the differences?