First Advisor

Christine Cress

Date of Publication

Summer 1-1-2012

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership and Policy

Language

English

Subjects

Blended learning, Distance education, Interdisciplinary approach in education, Education -- Study and teaching

DOI

10.15760/etd.760

Physical Description

1 online resource (viii, 247 p.) : ill.

Abstract

The use of hybrid learning (a blend of face-to-face and distance learning) is rapidly increasing in higher education. However, educational leaders have raised concerns about the proliferation of hybrid programming as an efficiency measure without appropriate attention to learning. This study examined the relationship between social, teaching and cognitive presence, pedagogical design, and students' perspectives on hybrid learning effectiveness. Data from thirty-nine undergraduate courses representing 1,886 students were analyzed to identify indicators of best hybrid practice. Aspects of social and teaching presence significantly influenced students' perceptions of learning, including facilitation of student interactions, assignment feedback and guidance, effective use of class time, and organizational integration of course concepts. Recommendations for hybrid institutional initiatives and programming include attention to framing "presence" in hybrid settings, using integrated inquiry to encourage integrated course design, and encouraging communities of inquiry to promote cross-institutional investigation of hybrid effectiveness.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

http://archives.pdx.edu/ds/psu/8310

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