The purpose of this study was to conduct exploratory research regarding students' perceptions of blended learning environments at a state supported postsecondary institution. Specifically investigated were students' overall perceptions of blended learning environments, the reasons they chose to take a blended course, and whether generational differences existed in students' affected perceptions. An electronic survey was distributed to students enrolled in blended learning courses at the end of the spring 2009 term.

The field of dental medical education is one of the most rapidly evolving fields in education. Newer teaching methods are being evaluated and incorporated in dental institutions. One of the promising new methods is the blended learning approach that may involve a “flipped” instructional sequencing, where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking. The author conducted a mixed method, experimental study that focused on second year dental students’ perceptions of blended learning and its effectiveness. A sample size of 40 dental students in their second year from a Northeastern Regional Dental School were invited to participate in this study to evaluate a blended learning approach in comparison to a more traditional lecture format. Students who participated in the study, participated in group problem-solving, responded to Likert-type surveys, completed content exams, and were interviewed individually. Based on Likert survey data and interview responses, the participants in the blended learning treatment reported very positive opinions including positive perceptions of the organization, support of meaningful learning and potential merits for use in dental education. There also was evidence that the blended learning group achieved at least as well as the traditional lecture group, and excelled on certain content test items. The results of this study support the conclusion that blended instruction promotes active, in-depth and self-regulated learning. During blended learning, students set standards or goals regarding their learning, evaluate their progress toward these goals, and then adapt and regulate their cognition, motivation, and behavior in order to accomplish their goals. Overall, the results of this research on blended learning, including the use of problem-based learning in group discussions, supports the merits of incorporating blended earning in dental education curricula.

The in-class learning environments of a traditional and hybrid mathematics course were compared. The hybrid course had half the face-to-face meetings as the traditional course; outside of class, the students in the hybrid section completed asynchronous online assignments that involved watching content-delivery videos. Moving the content delivery outside of the classroom for the hybrid format had an impact on the interactions between the students and the professor inside the classroom. Quantitative and qualitative analysis of verbal discourse determined that the hybrid class format reduced the amount of in-class time devoted to direct instruction and increased the level of student discourse. Students assisted other students, had the freedom to make mistakes, and were able to receive personal guidance from the professor. The professor was able to address student misconceptions on formative assessments in class. Previous studies of the hybrid class model had focused on comparing differences in examination scores, GPAs, and pre- and post-test scores between the traditional and hybrid class model rather than comparing what is occurring inside the classroom. Quantifying what effect the shift from the traditional to the hybrid class model had on discourse inside the classroom is a first step towards confirming how the different methods of content delivery affects the in-class learning environment, and provides insight into certain pedagogic advantages the hybrid format may offer.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-03-15T14:51:42Z No. of bitstreams: 1 HELENA DOS SANTOS KIELING.pdf: 1076478 bytes, checksum: 1323e8e498c65eebd1a44a36b08f4b8d (MD5) / Made available in DSpace on 2018-03-15T14:51:42Z (GMT). No. of bitstreams: 1 HELENA DOS SANTOS KIELING.pdf: 1076478 bytes, checksum: 1323e8e498c65eebd1a44a36b08f4b8d (MD5) Previous issue date: 2017-12-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES# / #2075167498588264571# / #600 / The object of reflection of this work is the implementation process of rotation station Blended Learning in an English extension course offered to the community, taught by student teachers at a Federal University in the south of Rio Grande do Sul. This work is among those which are interested in a sustainable innovation of the Foreign Language classroom from the use of Active Methodologies for teaching and learning, in this case, Rotation Station Blended Learning. Our goal was to evaluate how this experience can contribute to teaching and learning of Foreign Languages and to teacher formation, as well as to describe its limitations and challenges. For this purpose, we started with the justification that the dissatisfaction with foreign language classes can come from both students and teachers: students complain about little dynamic everyday classes; teachers complain about the frustration caused by little participation, lack of interest and devaluation from the students regarding the classes and the strategies created to call their attention (DIESEL et al., 2017). Even using new technological resources during classes, such scenario of collective dissatisfaction has not been changed, because technology alone does not guarantee the restatement of pedagogical paradigms. For this reason, we briefly approach pedagogical and epistemological models (BECKER, 2012) that support the traditional teaching model and, from this, we will discuss a new proposal for teaching, based on active methodologies (MORÁN, 2015) to innovate pedagogical practices using Blended Learning (HORN e STACKER, 2013). Therefore, we used resources for the reflection based on the ones provided by Blended Learning Universe, semi-structured interviews with the participant teachers and some students and journal of class observations. Research has presented positive results regarding the expected in the development of active methodologies, such as bigger emphasis, autonomy and changing in the student's role, changing in the teacher's role, innovation, and team work. / O objeto de reflexão da presente dissertação é o processo de implantação do Blended Learning de Rotação em um curso de Extensão de inglês oferecido à comunidade, ministrado por professoras em formação, em uma Universidade Federal do Sul do Rio Grande do Sul. Este trabalho situa-se entre aqueles que têm interesse em uma inovação sustentada da sala de aula de Língua Estrangeira a partir da utilização das Metodologias Ativas para o ensino e aprendizagem, neste caso, o Blended Learning de Rotação. Tivemos como objetivo avaliar de que forma essa experiência pode contribuir com o ensino e aprendizagem de línguas estrangeiras, com a formação de docentes, bem como descrever suas limitações e desafios. Para tanto, partimos da justificativa de que a insatisfação com as aulas de línguas estrangeiras pode vir tanto dos alunos como dos professores: os estudantes reclamam das aulas rotineiras e pouco dinâmicas; os professores da frustração pela pouca participação, desinteresse e desvalorização por parte dos alunos em relação às aulas e às estratégias criadas para chamar a atenção deles (DIESEL et al., 2017). Mesmo com a utilização de novos recursos tecnológicos, durante as aulas tal cenário de insatisfação coletiva não foi alterado, justamente porque a tecnologia não garante a reformulação de paradigmas pedagógicos. Por isso, abordamos brevemente modelos pedagógicos e epistemológicos (BECKER, 2012) que sustentam o modelo tradicional de ensino, e a partir disso, falaremos sobre uma proposta de ensino com base nas metodologias ativas (MORAN, 2015) para inovação das práticas pedagógicas com a utilização do Blended Learning (HORN e STACKER, 2013). Para tanto, foram utilizados recursos para reflexão baseados nos disponibilizados pelo Blended Learning Universe, entrevistas semiestruturadas com as professoras participantes e com alguns alunos e diário de bordo das observações de aula. A pesquisa mostrou resultados positivos com relação ao esperado no desenvolvimento de metodologias ativas como um maior protagonismo, autonomia e alteração no papel do aluno, alteração no papel do professor, inovação e trabalho em equipe.

This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded. Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data. The findings of this study showed significant differences in students’ preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (< 35 years) reported stronger preference for F2F methods of instruction than older students (> 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.

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. The population consisted of 1,177 students who took the INFS 1010 Computer Applications course over a 3-year period. The independent variable method of course delivery is generally defined as traditional, online, or blended. The dependent variable academic success is generally defined as final course grade. A student was considered an academically successful completer of the course by attaining a final course grade of A, B, C, or D. It should be noted that if a student is transferring to another institution, the receiving institution may or may not accept the course credit of a student who received a D grade in this course. However, at the studied institution students receiving final course grades of A, B, C, or D in INFS 1010 are considered successful course completers. The research questions in this study were addressed through data analysis with Chi-Square 2-way contingency table analysis testing procedures. When areas of significance were identified, follow-up pairwise comparisons were conducted to evaluate relationships between the proportions. The quantitative findings revealed no significant overall relationships in final course grades among the 3 delivery methods. However, some relationships were noted within delivery methods by demographic characteristics. The findings of the online delivery method indicated significant relationships among all 3 demographic categories (gender, age, and race) studied. Significant grade relationships were identified in the gender and race categories within the blended delivery method. However, within the traditionally delivered sections of this course the only demographic area with significant findings was the age category.

This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated with desired outcomes such as academic achievement, retention, and graduation. Student engagement is a multi-faceted concept, consisting of behavioral, emotional, and cognitive components. A deeper understanding of how these components interact would allow instructors and course designers to facilitate more engaging learning experiences for students. The first article is an extended literature review that investigates the extant empirical research on the relationship between emotional and cognitive engagement, and between emotional engagement and academic outcomes in post-secondary classrooms. I find that this topic has been scantily researched in the past 16 years and conclude that the relationship between emotional and cognitive engagement is cyclical, rather than linear, and is influenced by student control appraisals, value appraisals, achievement goals, and the classroom environment. The second article investigates the longitudinal relationship between emotional and cognitive engagement in university blended learning courses across 2 institutions, with 68 students. Using intensive longitudinal data collection and structural equation modeling, I find that course design and student perception variables have a greater influence on engagement than individual student characteristics and that student multitasking has a strong negative influence on engagement. Students' perceptions of the importance of the activity has a strong positive influence on both cognitive and emotional engagement. An important outcome of engagement is the students' perceptions that they were learning and improving. While emotional and cognitive engagement are highly correlated, the results do not indicate that emotional engagement leads to higher levels of cognitive engagement.

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 the framework to 11 Next Generation Learning Challenge (NGLC) grant recipients transitioning from Stage 1 to Stage 2 of BL adoption. The authors compared U.S. institutional strategy, structure, and support approaches to BL adoption and identified patterns and distinctions. In the final two articles, the authors applied the framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which and why institutional strategy, structure, and support measures would facilitate or impede BL adoption among higher education faculty. The authors also explored whether faculty's innovation adoption category would affect which measures facilitated or impeded BL adoption. To achieve these objectives, the authors surveyed and interviewed faculty at BYU-Idaho (BYU-I). In the second article, the authors reviewed the survey results to determine (a) the appropriate innovation adoption category for each faculty member and (b) the factors that impacted faculty decisions to adopt BL. In the third article, the authors reviewed the results of the interviews to identify why participants reported strategy, structure, and support decisions would impact their decision to adopt BL.

This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions and other course documents.

Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner engagement, delineates a set of constructs most relevant to the contexts of blended learning, and proposes a theoretical framework for learner engagement in blended settings. The second article operationalizes and tests the proposed model of blended learning engagement using exploratory and confirmatory factor analysis. It creates and evaluates an end-of-course self-report measure of cognitive and emotional engagement. The unique factor structure of online and face-to-face indicators of learner engagement is clearly demonstrated in the results of this study.