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Full-Text Articles in Education
Comparing Active Duty And Transitional Military Veteran Students' Evaluation Of Online Distance Higher Education Learning Environments, Sherry Crissman
Comparing Active Duty And Transitional Military Veteran Students' Evaluation Of Online Distance Higher Education Learning Environments, Sherry Crissman
Doctoral Dissertations and Projects
Active duty service members’ participation in non-traditional higher education designed for veterans and other non-traditional adults can be uniquely impacted by their unpredictable military schedules, geographic instability, and frequently limited access to technology needed to complete course requirements while in remote areas. The purpose of this study was to examine whether active duty undergraduates differed significantly regarding their attitudes toward distance learning and their perceptions of the distance learning environment compared to veterans and non-traditional adults. This causal comparative study examined adult students’ perceptions after participating in 200-level undergraduate education delivered online at a private four-year institution based on their …
The Effect Of Blended Learning On Math And Reading Achievement In A Charter School Context, Terry Chaney
The Effect Of Blended Learning On Math And Reading Achievement In A Charter School Context, Terry Chaney
Doctoral Dissertations and Projects
In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the research regarding K-12 education. Even less attention has been given to blended learning in charter school K-12 education. Framed within Vygotsky’s theory of social development, the purpose of this causal-comparative research study was to determine if there were any significant differences when comparing charter school students who participated in …
The Impact Of Blended Learning On Social Presence, Cognitive Presence, Teaching Presence, And Perceived Learning, Kyleigh Harrell
The Impact Of Blended Learning On Social Presence, Cognitive Presence, Teaching Presence, And Perceived Learning, Kyleigh Harrell
Doctoral Dissertations and Projects
The quantitative study examined how blended learning influences high school learners’ social presence, cognitive presence, teacher presence, and perceived learning in comparison to online instruction. The study answered the following research questions: (a) Do differences exist among the social presence, cognitive presence, and teaching presence of high school students enrolled in a blended course as compared to those enrolled in an online course? (b) Does a difference exist between perceived learning of high school students enrolled in a blended course as compared to that of those enrolled in an online course? The researcher used a causal-comparative research design and tested …
Experiences Of First-Year Online Community College Students On Academic Probation: A Phenomenological Study, Michael Beck
Experiences Of First-Year Online Community College Students On Academic Probation: A Phenomenological Study, Michael Beck
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the experiences of first-year online community college students on academic probation at a small, rural community college in central North Carolina. Four research questions guided the study: (RQ1) How do first-year, online community college students who are on academic probation describe their academic experiences? (RQ2) What do participants identify as reasons for receiving poor grades and being placed on academic probation? (RQ3) How do participants on academic probation describe what they could have done differently to avoid being placed on academic probation? (RQ4) What do participants who are on academic probation …
Differences In Students' Satisfaction Of The Economics And Personal Finance Virtual High School Course Between Students Attending Economically Disadvantaged And Non-Economically Disadvantaged Schools In Virginia Id: 11707, Lhe Smith
Doctoral Dissertations and Projects
Virtual learning is a mandated high school graduation requirement for students entering high school during the 2013 school year in the state of Virginia. The purpose of this quantitative, causal-comparative study was to analyze the differences of perceived overall satisfaction of high school students enrolled in a virtual course in different socioeconomic status schools, as measured by the e-Learning Student Satisfaction (ELS) instrument. The study participants were high school students enrolled in an Economics and Personal Finance virtual/online high school course in Virginia, n = 249. The study utilized a one-way multivariate analysis of variance (MANOVA) to determine if there …
Blended Learning: Perspectives From First Time High School Instructors, Tammy Parlier
Blended Learning: Perspectives From First Time High School Instructors, Tammy Parlier
Doctoral Dissertations and Projects
The purpose of this collective case study was to understand the transitional experiences of first time instructors, teaching a blended learning course at three separate high school sites. Blended learning is defined as inquiry that combines both face-to-face and online modalities (Halverson, Graham, Spring, & Drysdale, 2012). This unique merger between both traditional face-to-face instruction and innovative online learning creates transition and change experiences for instructors as they adapt their practice to satisfy the requirements of the blended learning environment (Guskey, 1986). Data collected through individual interviews, reflective journals, observations, and a culminating focus group interview examined these experiences in …
Experiences Of Students With Specific Learning Disorder (Including Adhd) In Online College Degree Programs: A Phenomenological Study, Seleta Bunch
Doctoral Dissertations and Projects
Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity Disorder) enrolled in online degree programs at a large, faith-based university in the Southeast United States. Colleges and universities must follow federal mandates as recommended by the Office of Civil Rights for students with documented disabilities in both traditional and online settings. Research is lacking in the area of understanding the experiences of students with specific learning …