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Дисертації з теми "Blended courses"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Gulati, Shalni. "Learning during online and blended courses." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433652.

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2

Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.

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3

Anderson, Hope M. "Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612402.

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Анотація:

Digital learning is becoming increasingly prevalent in colleges and universities in the United States (Allen & Seaman, 2013; Godev, 2014), including in the social field of second language learning. In larger language programs in particular, online and blended (partially online) courses are gaining popularity, such as the recently cited "hybrid revolution in Spanish-language learning" (Long, 2014, p. 1). Administrators look to digital solutions to tight finances, a lack of classroom space, and student demands. A current challenge in the field is helping instructors and students adapt to digital

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4

Cleugh, Christina. "Sense of community in post-secondary online blended courses| Importance of, opportunities and implications for course development." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601445.

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<p> The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or d

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5

Culbertson, Pamela A. "High School Blended Learning Courses| Teacher Beliefs, Perceptions of Experiences, and Recommendations." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748089.

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<p> Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management. </p><p> The purpose of this qualitative study is to gain insight regarding teacher perceptions, experiences, and recommendations regarding transitioning from teaching in a face-to-face classroom environment to

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6

Eberhardt, Edna Lucille. "Students' Use of Self-Regulation Strategies in Fully Online and Blended Courses." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560406.

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<p>This study examined students’ use of self-regulation strategies in fully online and blended courses in a rural high school in northeast Georgia. An examination of self-regulation strategies between and within ethnic groups, gender, students’ grade level, and students enrolled or not enrolled in online or blended courses was conducted. Students (n = 507) and teachers (n = 57) from the high school were provided online learning tasks aimed to advance strategies on self-regulated learning. A modified version of the MSLQ (Pintrich, Smith, Garcia, and McKeachie (1991) was used for the

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7

Al-Hamad, Salah Madhi Ahmad. "Blended learning system for further and higher education mechanical engineering courses in Bahrain." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19028/.

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Анотація:

Teaching and learning processes that are being followed globally by education providers consist of conventional face-to-face approach. Various socio-economic indicators have increased the pressure on Engineering Education in Bahrain in order to equip the students with both cognitive and psychomotor skills that are required by the labour market. The globalisation, along with the interdependence of various economies, has resulted in creating an extra dimension to the higher order of skills requirements. Hence, there is a need to develop new teaching and learning (T & L) methodologies that can co

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8

Porter, Wendy Woodfield. "Institutional Adoption of Blended Learning in Higher Education." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5762.

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Анотація:

Relatively little research on blended learning (BL) addresses institutional adoption in higher education. Graham, Woodfield, and Harrison (2012) proposed a framework for institutional BL adoption, identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this series of articles, the authors applied that framework to institutions of higher education implementing BL. In the first article, the authors applied th

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9

Middlebrook, Rebecca. "PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4177.

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Анотація:

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varyi

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10

Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.

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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and gramma

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11

Creed-Dikeogu, Gloria. "Exemplary online information literacy courses at selected four-year colleges and universities." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35542.

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Анотація:

Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Debbie K. Mercer<br>Abstract Twenty three in-depth qualitative telephone interviews were conducted in this multiple case study with instruction librarians at eight four-year colleges and universities. Snowball sampling was used to select instruction librarian, information literacy department head and administration participants employed at institutions recognized by Association of College and Research Libraries for exemplary information literacy best practices: information programs. The questions researched in this dissertation we

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12

McPherson, Craig L. "IMPACT OF PRIVACY ISSUES OF STUDENTS ON THEIR PARTICIPATION WITHIN BLOGS, SOCIAL MEDIA, AND BLENDED/ONLINE COURSES." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1883.

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Анотація:

Usage rates of blogs, social media, and online courses have been exponentially increasing in the last decade, especially among the college student population (Knight-McCord, et al., 2016). While the benefits of these platforms, including connectivity, visibility, social feedback, persistence, and accessibility are attractive to students as an online learning tool, there is a rising concern regarding privacy and confidentiality. This study aimed to investigate how students’ privacy and confidentiality concerns and attitudes influence their participation level and degree of openness within an on

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13

Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.

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Анотація:

<p> Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study wa

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14

Johnson, Christopher P. "Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1094.

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Анотація:

Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to

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15

Murphy, Tony. "Exploring the challenges of managing blended learning courses in selected Irish higher education institutes : an activity theory study." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/128114/.

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Анотація:

This research explores the challenges of managing the development and delivery of blended learning courses in three higher education institutes (HEIs) in Ireland. Taking a case study approach and utilising Cultural Historical Activity Theory (CHAT), more specifically Engeström’s (2015) activity systems model (ASM), the research seeks to highlight the challenges by identifying contradictions in the activity systems for developing and delivering blended learning in each of the three HEIs. Three cases are examined by compiling separate ASMs for each case that reveal three quite different managem

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16

Hoffman, David D. "Considering the Crossroads of Distance Education: The Experiences of Instructors as They Transitioned to Online or Blended Courses." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4910.

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Анотація:

In the short history of online education research, researchers studying teacher experiences regularly relied on anecdotal examples or small samples. This research sought to support and enhance previous findings concerning the best practices in online education through a nationwide survey of online and blended course instructors. The survey inquired about demographics (such as age, race, and gender), professional position(i.e. tenured professor), institution, department, and their initial and current feelings about teaching online education. It questioned if the respondents studied online as st

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17

Bigenho, Christopher William. "Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103291/.

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Анотація:

The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student’s abilities to self-regulate their learning behaviors and practices in these novel environments. This study examines student reflections and e-mails related to self-regulatory practices for learning across two different course designs for an Internet-based course in computer applications. Both designs leverage

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18

Baird, Deborah Kezerian. "A Study of the Pedagogical and Structural Elements Being Incorporated into the Design of Hybrid Courses for Higher Education." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4710.

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This descriptive study sought to understand the instructional potential of a new course design for teaching adults in higher education. Increasingly referred to as a hybrid course format, it entails dividing a course into both online and face-to-face sessions that are separately calendared. A primary focus of the study was to identify teaching principles that are recommended by established adult education models and to describe how they have been incorporated by hybrid course designers. Also studied was how combining the online and face-to-face instructional modes provides structural opportuni

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19

Wilson, James Martin. "Applying the motivation-hygiene theory as a means of measuring learner satisfaction with blended learning courses in higher education." Doctoral thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/4724.

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Doutoramento em Didáctica<br>This study describes research on a postgraduate blended learning programme within the Department of Education at the University of Aveiro in Portugal. It is based on a multi-philosophical paradigm and examines students‟ satisfaction levels through the application of Herzberg‟s Motivation and Hygiene Theory. The main question being addressed in this research is: “Can the Motivation and Hygiene Theory be adopted as a means to measure student satisfaction with their blended learning environment?” Embedded within this research question are four fundamental questions w

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20

Blundell, Gregory Edgar. "A DISRUPTION OF ONLINE LEARNING COURSE DESIGN:COMPARING SELF-REPORTED LEVELS OF FACULTY SATISFACTION WITH ONLINE COURSES CREATED APPLYING THE 2011-2013 EDITION OF THE QUALITY MATTERS™ RUBRIC STANDARDS TO THOSE ONLINE COURSES CREATED WITHOUT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426268368.

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21

Goerke, Leah Flores. "A Summative Program Evaluation of Online and Hybrid Military Professional Development Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3161.

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Анотація:

Instructors at a U.S. Military School transitioned traditional courses used for professional development (PD) of military and civilian personnel to fully online and hybrid formats that combine online and face-to-face instruction. No evaluation of student satisfaction or instructor experiences during the transition has been conducted. The purpose of this sequential mixed methods summative program evaluation was to evaluate hybrid and online delivery of 2 PD courses by analyzing student satisfaction data and instructor experiences. This study was grounded in Knowles, Holton, and Swanson's adult

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22

Moura, Valéria Feitosa de. "A utilização dos Massive Open Online Courses (MOOCs) em métodos de blended learning e o valor funcional percebido pelos alunos: estudo de caso em um curso de graduação em Administração." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20022018-175952/.

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Анотація:

O rápido desenvolvimento da tecnologia da informação traz oportunidades para área da educação, colocando a educação a distância e aprendizagem online como opções para o modelo tradicional, sobretudo os Massive Open Online Courses (MOOCs), os quais, no contexto do movimento de educação aberta, são apresentados como meio para aumentar o acesso e a qualidade da educação, proporcionando redução dos custos e da desigualdade educacional, sobretudo nos países em desenvolvimento. A revisão sistemática de 74 artigos evidenciou que as IES estão incorporando os MOOCs às suas práticas - em parte, produzin

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23

Voegele, Janelle De Carrico. "Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/760.

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Анотація:

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

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24

Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Designing a blended learning course." Thesis, ФОП Цьома С.П, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72752.

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Анотація:

Стаття розглядає види моделей змішаного навчання і іх застосування у процесі навчання.<br>Статья рассматривает виды моделей смешанного обучения и их применение в процессе обучения.<br>The article examines the types of models of mixed learning and their application in the learning process.

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25

Ishikawa, Yasushige. "Blended learning in a university EFL course." Kyoto University, 2015. http://hdl.handle.net/2433/199405.

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Анотація:

Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第19081号<br>人博第734号<br>新制||人||176(附属図書館)<br>26||人博||734(吉田南総合図書館)<br>32032<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授壇辻正剛, 教授東郷雄二, 教授齋藤治之, 教授服部文昭<br>学位規則第4条第1項該当

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26

Cardona, Villegas Claudia Cecilia. "Vers un dispositif hybride autonomisant pour les futurs enseignants de FLE en Colombie. Expérimentation dans une classe de licence de langues vivantes à l’université d’Antioquia." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA065/document.

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Анотація:

Les technologies de l’information et la communication constituent actuellement un défi pour l’éducation en Colombie. La plupart des institutions éducatives, encouragée par le Gouvernement, savent qu’il faut les inclure dans leurs programmes. Cependant, il existe encore une forte réticence qui repose principalement sur la méconnaissance de la part des enseignants.Cette thèse en didactique de langues et cultures essaie de montrer à travers la présentation d’un cours hybride (combinaison de séances en présentiel avec des séances à distance ou virtuelles), que les technologies de l’information et

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27

Moye-Weaver, Elizabeth. "Motivational Strategies and Student Engagement in a Blended German Course." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9233.

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Анотація:

Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed us

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28

Dunn, Katana. "Learning Robotics Online: Teaching a blended robotics course for secondary school students." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10281.

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This thesis explores the use of an online robotics course, in the context of Technology Education, for senior secondary school students in an urban New Zealand (NZ) school. The reasons for using an online course are discussed through investigating the need for quality resources to assist schools in providing students with appropriate learning experiences, and knowledge to enable them to make informed choices with respect to technology careers. There is a shortage of students pursuing technology careers and that in turn influences the NZ economy (Baron & McLaren, 2006). The purpose of the stud

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29

Strawser, Michael G. "A MODEL MODALITY: ASSESSING THE EDUCATIONAL INTEGRITY OF THE BLENDED BASIC COURSE." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/34.

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Анотація:

The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybr

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30

Dinh, H. (Huong). "The effectiveness of scaffolding in a blended learning course from students’ perspective." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042366.

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Анотація:

Instructional approach has been shifted from teacher-centered instruction to learner-centered instruction because of the evolution in educational paradigms. Teachers, instead of being merely knowledge transmitters, become facilitators who guide learning processes and provide scaffolding to help learners construct knowledge and achieve learning goals. The considerable development of technology recent decades allows the emergence of blended learning as a combination of traditional face to face and technology-mediated learning delivery methods. This leads to benefits and challenges for teachers i

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31

Hart, Jennifer. "Nontraditional Community College Students' Motivational Regulation in a Blended Core Technology Course." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7163.

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Анотація:

There is a lack of empirical research on the motivational regulation and reactions of higher education students enrolled in blended courses. Studies that target this focus with nontraditional adult learners enrolled in the community college are even more difficult to locate. In this mixed-methods exploratory case study, I explored in what ways nontraditional adult learners' motivational regulation and their motivational reactions to course design relate to their perceived learning experience in a blended technology course with a flipped design. Specifically, I investigated how nontraditional c

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32

Tucker, Kristan Ann Anderson Karen Ann. "Pedagogical approach and instructional format an exploration of the introductory communication course /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6042.

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33

Gebara, Tammy Teresa. "Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.

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34

Hess, Rick, Nicholas E. Hagemeier, Reid B. Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Using a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.5688/ajpe80464.

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Анотація:

Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statist

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35

Salbashian, Victor S. "An analysis of adapting a fire science course for blended on-line delivery." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009salbashianv.pdf.

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36

Hess, Rick, Nicholas E. Hagemeier, Reid Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1478.

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Анотація:

Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statis

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37

LaVergne, Debra Kaye. "Blended Learning in Higher Education| Comparison of Faculty and Student Attitudes Regarding Course Effectiveness." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670922.

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Анотація:

<p> A successful blended classroom includes the important essentials of both traditional and online education; creating a new approach to instructional learning. With the steadily increasing number of blended classes offered at community colleges, an opportunity exists to inform the purposeful planning of blended classes to best meet students' needs through identifying and comparing both faculty and students' perceived course effectiveness factors and challenges. The specific problem is that faculty and students' perceived factors for possible increased course effectiveness and their perceived

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Askun, Cengiz S. "Relationships between students' level of effort and course perceptions in a blended learning environment." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3253635.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.<br>Title from PDF t.p. (viewed Nov. 18, 2008). Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0531. Adviser: Barbara A. Bichelmeyer.

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Harrison, John Buckley. "Sense of Community in a Blended Technology Integration Course: A Design-Based Research Study." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4404.

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This design-based research study explored whether Sense of Community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a Sense of Community in a projec

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Almalhy, Khalid Mutlaq. "THE IMPACT OF ADDING LIVE VIRTUAL CLASSROOM DISCUSSION TO ASYNCHRONOUS ONLINE DISCUSSION IN A BLENDED INFORMATION AND COMMUNICATION TECHNOLOGY COURSE." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1271.

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Asynchronous discussion board (ADB) is considered to be a key online learning component. Although ADB has become an important teaching method in higher education for blended courses, the literature shows low levels of both the quality and quantity of learner interaction in the discussion boards of Saudi blended learning courses. The purpose of the current study was to explore the effects of different blended learning discussion formats on the motivation level of learners, the quality of ADB posts, and the quantity of ADB posts in a blended information and communication technology (ICT) course.

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Tucker, Kristan Ann. "Pedagogical Approach and Instructional Format: An Exploration of the Introductory Communication Course." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6042/.

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The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines

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Bentley, Ashley B. "Inversed Learning in an Intermediate Accounting Course." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3533.

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Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student success, but the learning process continues to change. Critical thinking and problem solving abilities are vital for students and future professionals. Thus, teaching should not be limited to the transmission of information. By moving the dissemination of basic knowledge outside the classroom inversed learning allows class time for deep dives into complex topics and hands-on activities. Students who are actively involved in

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Velasquez, Andrea. "The Design of a Blended Approach for Teaching the TPCK Framework in a Technology Integrated Course." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1871.

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This report describes the design, development, implementation, and evaluation of a web-based unit that was designed to enable blended learning in a course for pre-service teachers learning about technology integration. The unit aims to teach students about the TPCK (Technological Pedagogical Content Knowledge) framework and how to incorporate it in their teaching designs to make their instruction more effective. The report describes the process of design and development using the rapid prototyping technique. The evaluation section describes the results of the implementation of the design. Fina

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Lam, Yuet Ching Jeanne. "The student experience of a blended learning accounting course : a case study in Hong Kong." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31983/.

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The research is an inquiry into students’ learning experiences within a blended learning Accounting course in a sub-degree programme at a university in Hong Kong. In this course, the students were required to attend face-to-face classes and to participate in learning activities in the online platform. A case study research approach was adopted that involved 2 classes of 2 teachers and 80 students. Qualitative data were generated through classroom observations, online participation observations, student learning logs and reflections, student focus group interviews, student individual interviews

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Arnesen, Karen T. "Understanding Adult English Language Learners' Experience with Self-Regulation in a Blended English Language Course." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7607.

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Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman’s 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities th

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Smith, Susan K. "A CASE STUDY OF TEACHERS’ EXPERIENCES INSTRUCTING A HIGH SCHOOLBLENDED COURSE." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563312632875635.

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Di, Rauso Eugenio. "Blended learning in percorsi universitari: dimensioni macro progettuali e gestionali." Doctoral thesis, Università degli studi di Padova, 2013. http://hdl.handle.net/11577/3423593.

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The research recorded in this thesis aims to find out best practices in macro-planning and managing of university blended learning (BL) courses reflecting on the model coming out of the case study of the second-cycle degree course in “Management of educational services” of the University of Padua. The research plan displays a quantitative level, a qualitative one, and a study in depth-processing level. It has pointed out a whole of dimensions featuring a BL course through a quantitative tool, the (tutor and student) questionnaire, and two qualitative tools: an interview of the manager of the

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Cunningham, E. Ann. "Comparison of Student Success by Course Delivery Methods at an Eastern Tennessee Community College." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2585.

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The purpose of this study was to compare academic success based on methods of course delivery for students in a computer applications course at an East Tennessee community college. Additionally, the researcher examined demographic relationships of age, gender, and race to student academic performance in the different delivery methods. The researcher used final course grades as a determinant of academic success. The study was focused on students who took the INFS 1010 Computer Applications course during the academic years, 2011-12, 2012-13, and 2013-14 at a southeast Tennessee community college

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Cruz-Johnson, Celia. "Success and persistence of learners in a blended developmental reading course at an urban community college." CAPELLA UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495139.

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Akyol, Zehra. "Examining Teaching Presence, Social Presence, Cognitive Presence, Satisfaction And Learning In Online And Blended Course Contexts." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610548/index.pdf.

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Анотація:

Online and Blended learning are becoming widespread along with the changing needs of society and advances in technology. Recently, there is a growing emphasis on building learning communities in order to increase the effectiveness of these learning environments. In recent years there is one promising theory that has generated considerable interest and has been widely adopted and studied by researchers: the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000). The CoI framework, with its emphasis on critical thinking and collaboration, provides a well-structure

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