Blended learning has sometimes been calledthe best of both worlds, combining the advantages of face-to-face instruction with the advantages of online learning. It has been in existence for over a decade, and more research needed to be done to determine its efficacy and desirability for community colleges. The goal of this dissertation was to document the ways in which blended learning has changed the community college learning experience. The investigation took place at Ulster County Community College, a small rural college in upstate New York. A mixed method, triangulation design was used. Quantitative data were collected from the college's student database regarding final grades in each of the three delivery modes (face-to-face, blended, and fully online). An analysis of variance looked at difference in achievement among the three modalities. No statistically significant difference was found. Archival end-of-semester student questionnaires were analyzed and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Qualitative data were collected through a student focus group and faculty interviews. Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended. The results suggest that it is not the modality of the course that determines whether or not a student is successful; teacher presence, whether online or in person, is a strong indicator of student success and satisfaction. An instructor who is well-versed in the pedagogy of blended learning, a course with skillfully designed and integrated online components, and an administration that provides channels for technical support, combine to provide students with a successful blended learning experience.

The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well. The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study. Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions’ student outcomes.

"One thing cannot be disputed: immigrants from all backgrounds and levels of cultural capital are drawn to noncredit ESL programs with high hopes of a brighter future and the attainment of the American dream" (Becker 2011). Adult ESL community learners are a fast-growing and diverse group of individuals. Previous studies demonstrate the many challenges this group faces in attending English classes (Tan, Nabb, Aagard, and Kim 2010; Tucker 2007) and the need for more online learning to better meet their needs (Eyring 2014; Reynard 2003). A survey was administered to 136 adult community ESL learners enrolled at the Provo, Utah Adult English Language Acquisition Program. Results of the survey detail their challenges, perceptions of online learning and whether they have the resources and skills needed to be successful in an online English class. Based on results from the survey, challenges to attending English classes still exist among adult community ESL learners. Although many of the participants had taken an online English class in the past, results indicate an overwhelming number of learners who want face-to-face instruction. There is also a need for hybrid and synchronous learning among primary care givers of children, participants with a bachelor's degree or higher, and participants 40 years old or younger. Many participants perceived themselves as having the skills needed to take an online class, yet participants still reported that online learning was difficult, and a computer class would be helpful. Further results indicate that many participants do not have all the resources needed to take an online class and some lack a quiet space to learn online.