dc.contributor.author	Snelgrove, Brian
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2020-01-28T18:48:35Z
dc.date.available	2020-01-28T18:48:35Z
dc.date.issued	2019-12
dc.identifier.other	7C8E3576-A1BC-8281-4C11-F1877CBF84BE	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4094
dc.description.abstract	BlendFlex instruction, a new mode of content delivery in higher education, merges traditional face-to-face instruction, distance education through teleconferencing, and online instruction in a way that benefits learners by allowing mixed delivery methods to match current personal and academic support needs. A causal-comparative research design was employed to compare overall course completion rates, course success rates, final course grades, and student perceptions of teaching presence between BlendFlex instruction, traditional face-to-face instruction, and online instruction. There were several findings from this study. First, when participants chose to attend traditional face-to-face instruction, they were more likely to stay “actively registered” in the courses. Second, the course success rates of both BlendFlex and traditional face-to-face instructional methods were higher than online instruction, especially for female students, early adult students, and midlife students. Third, the final course grades of both BlendFlex and traditional face-to-face instructional methods were higher than online instruction, especially for female students, adolescent students, early adult students, and midlife students. Fourth, one-way ANOVA test results revealed significant differences in student perceptions of teaching presence between instructional delivery methods for all questions studied. Games-Howell post hoc tests indicated that the student perception scores of teaching presence were significantly higher in traditional face-to-face instruction than online instruction for all survey questions. Except for survey questions one and three, the student perception scores of teaching presence were significantly higher in BlendFlex instruction than online instruction.	en_US
dc.description.tableofcontents	CHAPTER I: INTRODUCTION 1 -- Background of the Study 1 -- Problem and Purpose 6 -- Research Questions 7 -- Theoretical Framework 8 -- Methodology 10 -- Significance 12 -- Assumptions, Delimitations, and Limitations 12 -- Definition of Key Terms 14 -- Summary 16 -- CHAPTER II: LITERATURE REVIEW 18 -- Modes of Instruction 18 -- Traditional Face-to-Face Instruction 18 -- Distance Education 20 -- Online Instruction 22 -- Teleconferencing and Telepresence Instruction 24 -- Blended or Hybrid Instruction 26 -- Hyflex and BlendFlex Instruction 31 -- Preliminary BlendFlex Instruction Results 35 -- Community of Inquiry (CoI) Framework 36 -- Core Elements of the CoI Framework 37 -- CoI in Existing Research 38 -- CHAPTER III: METHODOLOGY 42 -- Research Questions 42 -- Research Design 44 -- Site Information and Sample Selection 46 -- Instrumentation 49 -- Validity and Reliability 51 -- Data Collection and Procedures 52 -- Data Analysis 53 -- CHAPTER IV: DATA ANALYSIS 56 -- Research Question One 56 -- Overall Course Completion Rates by Delivery Method 57 -- Overall Course Completion Rates by Gender 57 -- Overall Course Completion Rates by Age 59 -- Null Hypothesis for Research Question One 60 -- Research Question Two 62 -- Course Success Rates by Delivery Method 62 -- Course Success Rates for Gender Groups by Delivery Method 63 -- Course Success Rates for Age Groups by Delivery Method 64 -- Null Hypothesis for Research Question Two 66 -- Research Question Three 68 -- Final Course Grades by Delivery Method 69 -- Final Course Grades for Gender Groups by Delivery Method 70 -- Final Course Grades for Age Groups by Delivery Method 72 -- Null Hypothesis for Research Question Three 75 -- Research Question Four 76 -- Descriptive Statistics 77 -- One-Way ANOVA Test Results 80 -- Games-Howell Post Hoc Test Results 83 -- Null Hypothesis of Research Question Four 87 -- Summary 87 -- CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 90 -- Discussions of the Findings 90 -- Implications for Practice 93 -- Recommendations for Future Research 94 -- Conclusions 95 -- REFERENCES 97 -- Appendix A: College Student Opinion Survey (Selected Items) 105 -- Appendix B: VSU IRB Approval 107 -- Appendix C: CGTC IRB Approval 109.	en_US
dc.format.extent	1 electronic document, 122 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Classrooms	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Distance education	en_US
dc.subject	Educational evaluation	en_US
dc.title	Examining the Effectiveness of BlendFlex Instruction in Relation to Student Academic Outcomes and Perceptions at a Two-Year Technical College in the Southeastern United States	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hsiao, E-Ling
dc.description.committee	Siegrist, Gerald
dc.description.committee	Bochenko, Michael J.
dc.description.committee	Ren, Xiaoai
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US