Evaluating Faculty and Student Perceptions of Blended Education to Determine and Measure Student Satisfaction in a Blended Learning Program with At-Risk High School Students

In recent years, the rapid development of information and communication technology has facilitated a convergence between face-to-face and technology-mediated learning environments. In addition, the impact of learning environments in relation to learning outcomes has constantly been explored by researchers and is a constant concern amongst teachers as they seek to improve student learning outcomes in their classrooms. According to a 2003 National Research Council report on motivation (i.e., student satisfaction), lack of motivation is a real and pressing problem in the traditional classroom. Upwards of 40 percent of high school students are chronically disengaged from school. Nonetheless, there is a progressive frontrunner to traditional education that has made noteworthy strides towards increasing student satisfaction and achievement. This frontrunner is known as blended learning education. Blended learning offers the advantages of online learning with the effective aspects of traditional education, such as face-to-face interaction. For at-risk learners - students and school-age youth who are under-performing academically, may have learning disabilities, emotional or behavioral problems, or may be deliberate or inadvertent victims of the behavioral problems of others - blended learning is an important, and transformational tool in maintaining student satisfaction and increasing student achievement in an alternative learning environment. In regards to student satisfaction, this is considered an important factor in measuring the quality of blended learning. The purpose of this action research study was to (a) assess student satisfaction in relation to student achievement in a blended learning environment with at-risk high school students, and (b) evaluate faculty and student perceptions of blended learning education. The study consisted of a mixed-methodology, non- experimental, research design. The accessible population for this study consisted of at-risk high school students (15 – 20 years old) and eight faculty members (i.e., certified teachers) at an alternative charter school in the southern region of the Palm Beach County School District. For qualitative purposes, the data collection consisted of student and faculty surveys complemented by individual and focus group faculty interviews based upon survey responses. The student survey contained LIKERT scale questions based upon five student satisfaction factors: instructor facilitation, ease of technology, level of interactivity, course management issues, and instruction. In addition individual and focus group faculty interviews allowed faculty participants to further expand upon the written response survey questions. For quantitative purposes, data collection involved analyzing participant’s final scores in completed courses throughout the school year. Based upon the percentages of the final scores (utilizing a grading scale of 0-59% = F, 60 – 69% = D, 70 – 79% = C, 80 – 89% = B, 90 – 100% = A), student achievement can be determined by the number of passing scores (70% or higher) that the student participant attained as their final mark in the course. Provided a student participant responds positively on the Blended Course Student Survey, then their final course grades should also reflect positively with final course grades of 70% and above; indicating a successful correlation between student satisfaction and student achievement utilizing blended learning as an alternative education for at-risk students

The integration of mobile learning app-based quiz-games in higher education teaching of anatomical sciences

Background: Mobile learning (mLearning) and gamification are two potential pedagogical tools that are continuously evolving in Higher Education. Their efficiency as learning tools is not fully understood and their use by staff is sporadic and sometimes viewed poorly compared to traditional methods. Aim: To determine a framework of best practice for the integration of mLearning app based quiz-games into the Higher Education (HE) teaching of anatomical sciences. This thesis presents three studies, which aim to 1) evaluate mLearning quiz-games as a revision tool for an anatomy online examination 2) and 3) investigate the effect of pre-seminar mLearning quiz gameplay on knowledge acquisition, retention and engagement in anatomy. Method: The data collection was performed over a two year period in a level 4 anatomy module for Sport and Exercise Science students. All three studies employed an experimental mixed methods approach within an action research framework to allow the development of the project in a naturalistic way. Study One was completed over two cohorts, 2014-15 (n=125) and 2015-16 (n=121). The module has four assessment points, A1, A2, A3, A4 where A1-3 are online assessments with a mixture of Multiple Choice Questions, labelling and matching questions and A4 is a viva voce. Students did A1, A2 and A4 as normal but at A3 they were offered a choice to revise as normal, the control group (n= 164) or to play mLearning games (n=87) for 15 minutes prior to the assessment on a tablet or smartphone device. All students completed a modified Study Process Questionnaire (SPQ) post-assessment and then for triangulation of data online focus groups were completed (n=84) as well as extended semi-structured interviews (n=9). Study Two was completed in 2015-16 using the same module as Study One. Over two consecutive weeks students were videoed in a two hour seminar session where in week one they did 15 minutes of no formal class preparation (n=87) and in week two they did 15 minutes of mLearning games (n=87). Students did a plenary and recap class Socrative quiz every week where the plenary scores indicate knowledge acquisition and the difference between the plenary and recap scores of subsequent weeks indicates knowledge retention. Observational behavioural engagement analysis was completed using an adapted coding system and students completed the National Survey of Student Engagement following each seminar. Study Three was completed on the same cohort in semester two using a randomised repeated measures design for the knowledge acquisition and knowledge retention scores over three weeks with three 15 minute interventions; Games, Control and Games plus question generation before class. Results: Study One found that the Games group performed better at A3 with no difference at A2 or A1 (p<0.0.01) but no differences were found in the SPQ surface and deep learning motives and strategies. Students revealed reasons for using mLearning quiz-games were primarily the fun, visual stimulation, instant feedback and accessibility. Study Two found that playing quiz-games prior to class increased on-task behaviours and peer interaction and improved knowledge acquisition and retention scores (p<0.01). Study Three agreed but found no difference in the Games-plus questions group compared to the control or games groups. Conclusions: The studies reveal the positive effect that mLearning quiz-games can have on achievement and engagement both in class and as a revision tool prior to assessment. The results of all three studies have been used to inform the proposed Mobigames framework for the integration of mLearning quiz-games in HE teaching. The framework has four key aspects: Information, Facilitation, Learning and Timing

Investigation of factors affecting students\u27 satisfaction with online course components.

Technological advances in Internet delivery have allowed university course offerings to change from synchronous to asynchronous. These changes have occurred so rapidly that Web-based (WB) courses have proliferated without significant research as to their effectiveness from a student\u27s perspective (Ewing-Taylor, 1999). Researchers are aware that it is not sufficient to measure the effectiveness of WB learning purely through testing and grades. Indeed, Marshall (1999) pointed out that it is necessary to look at and evaluate the process of delivery and attitudes toward various delivery methods as well as course components in order to design more effective courses for Web delivery and to explore their effectiveness. Five quasi-models of descriptive characteristics (Demographic, Experiential, Motivational, Learning Styles, Instructional Design) were singled out as potentially having an impact on students\u27 satisfaction with the online course components (email, hypertext, online threaded discussions, web links, chat, video, audio, simulations, and graphics). The purpose of this study was to investigate various factors that might affect students\u27 satisfaction with online course components. Data were collected from 240 online undergraduate students using an online questionnaire. The findings of this study may lead educators to rethink the process of Instructional Design (ID). They may shift or adapt the traditional ID models and theories to accommodate the new features of online courses. At the very least, a deeper understanding about the Web as a mode of delivery in distance education and its effects on distance learning should emerge. Furthermore, the findings from this research study may strengthen our understanding of how students\u27 internal characteristics affect learning outcomes in technology-mediated online environment. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .Q74. Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0517. Adviser: David Kellenberger. Thesis (Ph.D.)--University of Windsor (Canada), 2004

Investigating the Impact of E-Learner Cognitive Style on the Predictive Value of Student Success in Online Distance Education Courses

Currently, online professional development is growing rapidly in business and industry. The purpose of this study was to determine whether learners\u27 cognitive styles influenced the learners\u27 online course satisfaction and the possible relationships with student demographic characteristics. 83 participants of a Southeast Florida public school district completed the data-gathering instruments. Data was entered into a Statistical Package for the Social Science (SPSS) computer program for statistical analyses. Results suggest that cognitive learning styles influence a learner\u27s online course satisfaction. Furthermore, certain student demographic characteristics effect online course satisfaction. Successful experience in an online learning environment increases student achievement

Diverse provision in higher education: options and challenges

"This report was originally produced as advice to the Department of Business, Innovation and Skills (BIS) in July 2010. It was therefore written in a different context, before the Browne Review and changes to higher education policy announced in late 2010... This report was produced in response to a request in our grant letter for 2010-11, issued by the previous Government. In that grant letter, the then Secretary of State indicated that he wished to see a shift away from full-time three-year degrees and towards a wider variety of provision. He asked us to assess current trends in demand, and to provide initial advice as to how ‘diverse provision’ can be encouraged." - Page 2

Approaches to networked learning : an investigation into the nature of autonomous student interaction with web-based educational environments.

A Networked Learning Environment is an autonomously accessible web resource that combines hypertext course materials, online communication channels, multimedia and other interactive features. Constructivist learning theory makes many claims about the potential of such environments, and the educational ‘affordances’ inherent within them. Yet what we understand about the ways in which students learn online, and whether this is conducive to realising the potential benefits on offer, is somewhat limited. Research into learning style differences and attitudes towards online studying provides a partial insight. However, by using tools designed for assessing how students undertake learning in traditional contexts, and through having been predominantly quantitative, much of the research to date can only highlight the relevance of such factors. Consequently, many questions regarding the how and why of networked learning behaviour remain largely unanswered, and there is a growing consensus that an understanding that is informed by the subjective perspectives of learners is required. This thesis describes a primarily qualitative investigation that shared this concern. The main research element involved a phenomenographic study that focused on the perceptions, behaviours and experiences of students who interacted with NLEs that were the sole or primary means of course delivery in three undergraduate, campus- based contexts. Two case studies and a naturalistic experiment were conducted, and the phenomenographic study was supplemented with other data relating to assignment grades, online discussion contributions, and preferences for conventional studying. The phenomenographic analysis identified three distinct types of approach to networked learning that can be seen as increasingly effective in terms of networked learning interactions and outcomes. Based on the findings of the phenomenography, and other aspects of the research, the thesis argues that while many students will experience to some extent the affordances inherent within NLEs, there is an important distinction between students recognising the benefits of networked learning, and actually undertaking this in a way that is conducive to good knowledge development. This thesis concludes by presenting a theoretical framework that conceptualises the relationship between a range of individual and contextual factors that influence networked learning, and which has a number of implications for theory and practice

Improving Student Relatedness Through An Online Discussion Intervention: The Application Of Self-Determination Theory In Synchronous Hybrid Programs

Students\u27 feelings of relatedness (i.e., feeling connected to others) are crucial for success in both asynchronous and synchronous learning environments; however, courses taught in these formats often limit relatedness development, either by removing spontaneous interaction (e.g., asynchronous delivery) or by introducing seemingly incompatible online and on-campus factions (e.g., synchronous delivery). As such, it was hypothesized that the strengths of one delivery mode could offset the weaknesses of the other. The purpose of this study was to implement and evaluate an online discussion board intervention designed to scaffold relatedness development. Deci and Ryan\u27s (1985) self-determination theory (SDT) was adopted as the theoretical framework as it explicitly addresses the role of relatedness in achievement settings. Participants were 83 graduate students enrolled in synchronous hybrid programs offered at a large midwestern research university. This study used a convergent parallel mixed methods approach (QUAN + qual = triangulation). The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group (n = 41), wherein they participated in the intervention, or the control group (n = 42), wherein they attended classes without any auxiliary interactions. Data analysis involved a battery of statistical tests performed on quantitative survey data and a thematic synthesis of participants\u27 responses to open-ended, qualitative survey items. The results indicated that students who participated in the intervention improved their self-efficacy for developing relatedness with individuals in the online attendance mode. The intervention also mitigated previously observed differences in relatedness between online and on-campus students. The qualitative analysis generated three key themes (relatedness beliefs, program delivery, and student-interface interaction), which were summarized into one assertion: Relatedness development in synchronous hybrid courses requires a dynamic mix of nutriments that can be satisfied or thwarted differently for every student. This study holds implications for practice in that the results suggest a viable path for improving students\u27 educational experience in synchronous hybrid courses. The results also supported the tenability of SDT for future research in this area. Ideally, explicating the link between relatedness and success will help practitioners design relatedness-supportive interventions that may improve student performance in synchronous hybrid programs

Transformation Change via Disruptive Technology: Removing Education Barriers in K-12 through Distance and Blended Learning

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Lisa Cluxton Jones on July 29, 2013

Distance education: An exploration of alternative methods and types of instructional media in teacher education

Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in traditional or online coursework. However, little research has compared traditional learning with the new multimedia online technologies that are becoming more prevalent in distance education; This study investigated the achievement, student satisfaction, and instructor course evaluations of preservice general education students who participated in three courses in which a variety of instructional media and methods were used. The media used were: (a) a traditional classroom, (b) an online classroom (WebCT), and (c) a class-in-a-box via CD-ROM. The various methods used to deliver the instructional content included PowerPoint notes, lectures, digital videos, and the textbook; Pretest and posttest scores were analyzed to determine academic performance gains throughout the semester. Descriptive and inferential statistics were used to compare posttest mean scores for the three conditions to determine if the type of instructional media and method had an effect on the academic performance of the students. Student satisfaction surveys were administered to ascertain if the media of instruction (traditional classroom, the online classroom, or the class-in-a-box) had an effect on student satisfaction in the course. Instructor course evaluations were administered to determine the effect of the media of instruction (traditional classroom, the online classroom, or the class-in-a-box) on instructor course evaluations; In this study no statistically significant differences were found between the achievement of the students and the media of instruction (traditional classroom, the online classroom, or the class-in-a-box). Descriptive statistics indicated that the pretest scores of the students in the CD-ROM group were the lowest of the three groups while on the posttest the CD-ROM group had the highest scores. Also, no statistically significant differences were found in the student satisfaction of the three groups. They were all satisfied with the media of instruction (traditional classroom, the online classroom, or the class-in-a-box) in which they participated. Finally, the instructor course evaluations completed by the three groups were not statistically significantly different, indicating that the three groups evaluated the instructor and the instructional media used similarly

Demography Is Not Destiny: Increasing the Graduation Rates of Low-Income College Students at Large Public Universities

Analyzes retention policies and practices at four-year institutions with high percentages of low-income students, and considers the feasibility of replicating efforts to improve graduation rates that have been successful at smaller institutions