Abstract
The purpose of this study was to explore students’ perceptions of the combination of online and face-to-face discussion in a senior level teacher-preparation course in a land grant university. A total of fifteen students voluntarily participated in this 8-week case study by submitting their written responses to two open-ended questions. The findings indicated that a) most students felt comfortable expressing their thoughts in the online forum, and the prior online discussion appeared to enhance engagement and participation in the face-to-face discussion; and b) students also reported they experienced the role adjustment from being passive roles to more positive and active ones in learning.