subject:(Blended learning)

Eastern Michigan University

1. Vandermolen, Richard Mark. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2010, Eastern Michigan University

URL: https://commons.emich.edu/theses/296

► Blended learning instruction is emerging as one of the most promising instructional practices in educational settings. Blended learning instruction combines two learning environments: traditional… (more)

▼ Blended learning instruction is emerging as one of the most promising instructional practices in educational settings. Blended learning instruction combines two learning environments: traditional face-to-face instruction and online instruction. Most research concerning blended instruction has been conducted at the postsecondary level. This study was conducted at the high school level and examined the implementation of blended instruction in a high school setting. It explored and considered the perspective of teachers and students as they experienced the blended environment for the first time. The study was conducted at two comprehensive high schools in West Michigan. The study collected qualitative data by using multiple data points. The data came from focused interviews with teachers, teacher narrative writing statements, student surveys, online course interaction, direct observation, and the grade distribution of students enrolled in the blended courses. The data were collected over two trimesters during the 2009-2010 academic school year. The results of this study indicated several important findings that should be considered while implementing the blended instructional model at the high school level. Results showed that it was critical for each high school to have a vision and purpose for adopting the blended approach. This had important implications for the type of blending each school would adopt and practice. Interaction between students and teachers was different than students experienced in the traditional face-to-face classroom setting. Teachers were able to provide more individualized instruction, and students felt that their peers should have an opportunity to learn in a blended setting. Yet it was critical that teachers were adequately prepared for the rigors of teaching that were different in the blended setting. Significant time and training were needed prior to implementation of blended instruction. Results also indicated that teachers needed support after initial training to reflect and deal with the different working conditions they faced in the blended classroom setting. While blended instruction has the potential to fundamentally redraw the instructional setting of future high school classrooms, it remains critically important that blended teachers’ instructional strategies and lesson designs are the foundation for engaging students in meaningful and relevant learning experiences. Advisors/Committee Members: Ronald Williamson, Ed.D., Chair, James Berry, Ed.D., Barbara Bleyaert, Ed.D..

Subjects/Keywords: blended learning; hybrid; blended instruction; Educational Methods

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APA (6^th Edition):

Vandermolen, R. M. (2010). The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/296

Chicago Manual of Style (16^th Edition):

Vandermolen, Richard Mark. “The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.” 2010. Doctoral Dissertation, Eastern Michigan University. Accessed March 05, 2021. https://commons.emich.edu/theses/296.

MLA Handbook (7^th Edition):

Vandermolen, Richard Mark. “The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.” 2010. Web. 05 Mar 2021.

Vancouver:

Vandermolen RM. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2010. [cited 2021 Mar 05]. Available from: https://commons.emich.edu/theses/296.

Council of Science Editors:

Vandermolen RM. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. [Doctoral Dissertation]. Eastern Michigan University; 2010. Available from: https://commons.emich.edu/theses/296

Nelson Mandela Metropolitan University

2. Olamijulo, Christianah. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.

Degree: Faculty of Arts, 2012, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1020149

► This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in… (more)

▼ This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.

Subjects/Keywords: Online social networks; Blended learning

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APA (6^th Edition):

Olamijulo, C. (2012). An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed March 05, 2021. http://hdl.handle.net/10948/d1020149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Web. 05 Mar 2021.

Vancouver:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10948/d1020149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Zulu, Tikambenji.F. E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration.

Degree: 2019, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/6302

► The University of Zambia introduced blended learning in various programmes under the Graduate School of Business in 2015. These programmes were scheduled to run for… (more)

▼ The University of Zambia introduced blended learning in various programmes under the Graduate School of Business in 2015. These programmes were scheduled to run for 18 months with students choosing to be either on Blended Learning or 100% Online Learning. The programme has however had challenges from inception which has seen the first four intakes going beyond the advertised 18 months. The main objective of the study was to identify challenges faced by the Graduate School of Business in administering (implementing) the e-learning blended program at the University of Zambia and come up with a suggested model solution. Additionally,the specific objectives were to identify the challenges experienced by students and the Graduate School of Business in the e-learning blended program as well as propose a model that would help mitigate these challenges. The study adopted an exploratory inductive research design. Simple random sampling was used to come up with the 100 students from both the May 2016 and November 2016 intakes while purposive sampling was used to pick the 7 GSB support staff as well as the 15 Lecturers bringing the total sample to 122. For data collection, questionnaires containing open ended and closed ended questions were used. Data was then analysed using frequency table percentages and pie charts while content/thematic analysis was used to analyse the qualitative data. The study came up with the solution of having a consistent block release model together with the hexagonal model to efficiently deliver the programmes. Results indicated that UNZA GSB has a proper functional e-learning platform powered by Astria Learning and over 90% of the respondents had a fair understanding on how to use it. In addition to the above, it was discovered that challenges were only being encountered when loading content by students within the same time. The main impediment however, is that 80% of the lecturers are not directly employed under GSB. The school also lacks dedicated customer service personnel hence the absence of a documented service level agreement in complaint and query resolution. There is need for regular review meetings and continuous refresher training on Astria Learning and this should be conducted by the Graduate School of Business. The School should also ensure yearly customer service workshops for all members of staff with a consistent block release model together with the hexagonal model running side by side. Keywords: E-learning blended program, Astria Learning, Service Level Agreement, University of Zambia’s Graduate School of Business.

Subjects/Keywords: E-learning blended program

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APA (6^th Edition):

Zulu, T. F. (2019). E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zulu, Tikambenji F. “E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration.” 2019. Thesis, University of Zimbabwe. Accessed March 05, 2021. http://dspace.unza.zm/handle/123456789/6302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zulu, Tikambenji F. “E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration.” 2019. Web. 05 Mar 2021.

Vancouver:

Zulu TF. E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration. [Internet] [Thesis]. University of Zimbabwe; 2019. [cited 2021 Mar 05]. Available from: http://dspace.unza.zm/handle/123456789/6302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zulu TF. E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration. [Thesis]. University of Zimbabwe; 2019. Available from: http://dspace.unza.zm/handle/123456789/6302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

4. Yu, Chi-Liang 1976-. The Interaction Equivalency Theorem in a Multimodal Blended Course.

Degree: EdD, Curriculum and Instruction, 2013, University of Houston

URL: http://hdl.handle.net/10657/1211

► With the rapid development of instructional technology, it is conceivable that learning experiences in the future will be blended, a combination of face-to-face and computer-mediated… (more)

▼ With the rapid development of instructional technology, it is conceivable that learning experiences in the future will be blended, a combination of face-to-face and computer-mediated instruction. This form of education has raised questions about the integration of face-to-face and online interaction. In the research on interaction theory, Moore was one of the first investigators to systematically identify the three most common types of interaction, namely student-teacher, student-student, and student-content interaction. Anderson (2003a) suggested that the three types of interaction are equivalent, and instructors can substitute one interaction for another with little loss in learning effectiveness if they are at the same level. Blended learning has the potential to increase the quality and amount of interaction and to provide possible solutions for the problem of escalating costs. Understanding students’ perceptions of interaction may help educators produce the right mix of interaction in a blended learning environment. The purpose of this study was to examine students’ perceptions of interaction and their learning experiences in a multimodal blended course, a course that provided face-to-face, blended, and online learning modes concurrently. Anderson’s (2003a) theory was used as a guideline for the analysis of student-teacher, student-student, and student-content interaction. This study focused on the following questions: (1) How do students perceive the quality and amount of interaction in a multimodal blended course? (2) From the students’ point of view, how does interaction affect their learning experiences in a multimodal blended course? This mixed methods research collected quantitative and qualitative data through a survey and individual interviews. The quantitative data were analyzed using a descriptive approach and the qualitative data were coded by Carspecken’s (1996) coding method. In addition, a peer reviewer helped the researcher check biases or omissions in the data analysis and interpretation. The findings of this study suggest that students perceive interaction with the teacher and with the content as more valuable than the interaction with other students. The interaction in a face-to-face environment could lead to a closer relationship between teachers and students, and it should not be discounted when designing a blended course. For online interaction, students perceived online tutorial videos as one of the best aspects of this course but criticized some outdated online content. That would be improved if it were updated frequently. In addition, the lack of communication from instructors can create inconsistent course information, which may cause confusion and sabotage students’ learning experiences. This study found that the interaction with the teacher, students, and content were mostly equal and substitutable. Anderson’s Interaction Equivalency Theorem was supported in this study. Instructors and instructional designers should combine and balance the interaction in face-to-face and online… Advisors/Committee Members: Robin, Bernard R. (advisor), Day, Susan X. (committee member), McNeil, Sara G. (committee member), Liu, Youmei (committee member).

Subjects/Keywords: Blended learning; Interaction equivalency theorem

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APA (6^th Edition):

Yu, C. 1. (2013). The Interaction Equivalency Theorem in a Multimodal Blended Course. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1211

Chicago Manual of Style (16^th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Doctoral Dissertation, University of Houston. Accessed March 05, 2021. http://hdl.handle.net/10657/1211.

MLA Handbook (7^th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Web. 05 Mar 2021.

Vancouver:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10657/1211.

Council of Science Editors:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1211

Royal Roads University

5. Boyce, Christy M. An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience .

Degree: 2020, Royal Roads University

URL: https://viurrspace.ca/handle/10613/23363

► This research is a qualitative case study on the use of an online pre-briefing module in an established healthcare simulation Neonatal Resuscitation Program (NRP) in… (more)

Subjects/Keywords: blended learning; healthcare; pre-briefing

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APA (6^th Edition):

Boyce, C. M. (2020). An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience . (Thesis). Royal Roads University. Retrieved from https://viurrspace.ca/handle/10613/23363

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boyce, Christy M. “An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience .” 2020. Thesis, Royal Roads University. Accessed March 05, 2021. https://viurrspace.ca/handle/10613/23363.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boyce, Christy M. “An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience .” 2020. Web. 05 Mar 2021.

Vancouver:

Boyce CM. An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience . [Internet] [Thesis]. Royal Roads University; 2020. [cited 2021 Mar 05]. Available from: https://viurrspace.ca/handle/10613/23363.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boyce CM. An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience . [Thesis]. Royal Roads University; 2020. Available from: https://viurrspace.ca/handle/10613/23363

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Ontario Institute of Technology

6. Markovich, Louise. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.

Degree: 2016, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/647

► Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance… (more)

Subjects/Keywords: Blended learning; Success; Individual differences

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APA (6^th Edition):

Markovich, L. (2016). Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Thesis, University of Ontario Institute of Technology. Accessed March 05, 2021. http://hdl.handle.net/10155/647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Web. 05 Mar 2021.

Vancouver:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10155/647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury

7. Mackinven, Kathryn. Blended learning in tertiary education : a science perspective.

Degree: MEd, Education, 2015, University of Canterbury

URL: http://dx.doi.org/10.26021/10074

► Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high… (more)

Subjects/Keywords: blended learning; science; tertiary

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APA (6^th Edition):

Mackinven, K. (2015). Blended learning in tertiary education : a science perspective. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/10074

Chicago Manual of Style (16^th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Masters Thesis, University of Canterbury. Accessed March 05, 2021. http://dx.doi.org/10.26021/10074.

MLA Handbook (7^th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Web. 05 Mar 2021.

Vancouver:

Mackinven K. Blended learning in tertiary education : a science perspective. [Internet] [Masters thesis]. University of Canterbury; 2015. [cited 2021 Mar 05]. Available from: http://dx.doi.org/10.26021/10074.

Council of Science Editors:

Mackinven K. Blended learning in tertiary education : a science perspective. [Masters Thesis]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/10074

8. Newbury, Robert. Student Outcomes and Design Elements in Blended Learning Courses.

Degree: 2013, University of Nevada – Reno

URL: http://hdl.handle.net/11714/3221

► The concept of blended learning appears with increasing frequency in academic literature, published research and general discussion as the latest trend in pedagogy. Known also… (more)

Subjects/Keywords: Blended Learning; Instructional Design

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APA (6^th Edition):

Newbury, R. (2013). Student Outcomes and Design Elements in Blended Learning Courses. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3221

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Newbury, Robert. “Student Outcomes and Design Elements in Blended Learning Courses.” 2013. Thesis, University of Nevada – Reno. Accessed March 05, 2021. http://hdl.handle.net/11714/3221.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Newbury, Robert. “Student Outcomes and Design Elements in Blended Learning Courses.” 2013. Web. 05 Mar 2021.

Vancouver:

Newbury R. Student Outcomes and Design Elements in Blended Learning Courses. [Internet] [Thesis]. University of Nevada – Reno; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11714/3221.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newbury R. Student Outcomes and Design Elements in Blended Learning Courses. [Thesis]. University of Nevada – Reno; 2013. Available from: http://hdl.handle.net/11714/3221

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas State University – San Marcos

9. Bown, Erin. Making Spaces for the Development of Autonomy in a Blended Learning Environment.

Degree: PhD, School Improvement, 2019, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/8969

► The process of designing a blended learning experience is complex, particularly if one of the purposes of the experience is to enhance learners’ autonomy. Designing… (more)

▼ The process of designing a blended learning experience is complex, particularly if one of the purposes of the experience is to enhance learners’ autonomy. Designing professional learning to emulate and model a commitment to autonomy is often overlooked in favor of a focus on student learning outcomes. In this qualitative research study, I used a post-intentional phenomenological approach to break open the experience of three technology design coaches who collaboratively designed and implemented a 2-year blended professional learning experience for roughly 150 PK-12 central Texas urban public school teachers. I used the equity-centered design thinking process as a flexible partner to focus the study on the interplay specifically between blended learning and autonomy as defined in self-determination theory. I used interviews, observations, and a focus group to generate insights into the experience of designing and implementing professional learning of this nature. Additionally, I used a self-reflexion journal as suggested by Vagle (2014). A new conceptual framework for purposefully opening space for autonomy in a blended learning environment emerged as meaning was constructed through the technology design coaches’ reflections before, during, and after the implementation of the learning experience. The practice of noticing and reflecting took on a new level of importance in both design and implementation, proving to be essential skills to nurture and explore. Moments in which noticing and reflecting instigated change were connected to the professional learning designers’ perceptions of participant navigation of discomfort and congruence. This experience influenced subsequent designs by imagining moments in which one of three tools would be most helpful to maneuver a blended learning process. Further research considerations include the exploration of developing supportive environments or support structures for professional learning practitioners to refine and develop their own craft before designing and implementing professional learning with teachers or other audiences. Advisors/Committee Members: Waite, Duncan (advisor), Field Waite, Susan (committee member), Straubhaar, Rolf J. (committee member), Aidman, Barry J. (committee member).

Subjects/Keywords: Autonomy; Blended learning; Professional learning; Design thinking; Education, Higher; Blended learning

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APA (6^th Edition):

Bown, E. (2019). Making Spaces for the Development of Autonomy in a Blended Learning Environment. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8969

Chicago Manual of Style (16^th Edition):

Bown, Erin. “Making Spaces for the Development of Autonomy in a Blended Learning Environment.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/8969.

MLA Handbook (7^th Edition):

Bown, Erin. “Making Spaces for the Development of Autonomy in a Blended Learning Environment.” 2019. Web. 05 Mar 2021.

Vancouver:

Bown E. Making Spaces for the Development of Autonomy in a Blended Learning Environment. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/8969.

Council of Science Editors:

Bown E. Making Spaces for the Development of Autonomy in a Blended Learning Environment. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8969

University of KwaZulu-Natal

10. Ayandiran, Emmanuel Olufemi. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/15661

► Nursing education in Nigeria has passed through many waters. The purpose of the study was to facilitate the design, development and testing of a blended… (more)

▼ Nursing education in Nigeria has passed through many waters. The purpose of the study was to facilitate the design, development and testing of a blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. The study has as its specific objectives to: assess the current modes of delivery of nursing education and stage of development of e-learning in nursing education in Nigeria; establish the perceptions of e-learning as a mode of teaching and learning among nursing stakeholders (nursing students, nurse academics, nurse practitioners, nursing administrators and nursing leaders); appraise the nurses’ computer literacy level, their computer skills and e-learning experiences. Others are to: explore the contextual factors and antecedents (preconditions) necessitating the use of e-learning in nursing education in Nigeria; examine the essentials for developing and testing a blended e-learning model in the Nigerian context; and pilot the developed blended e-learning model. The Khan Framework for E-Learning and the Garrison and Anderson’s Community of Inquiry Model served as the theoretical underpinning for the study. The study adopting the education action research approach has pragmatism as its philosophical stance. The study design comprises three serial cycles (the assessment/exploration, development and the implementation/testing cycle), reminiscent of action research. Each cycle was a complete mini study and consisted of an iterative cyclical loop of sequential steps of problem identification, planning, acting, observing, and reflecting that necessitated the concurrent use of quantitative and qualitative research designs. Cycle 1 (the assessment / exploration cycle) employed a complimentary quantitative / qualitative data collection approach. Quantitative data were collected with the aid of an adapted structured questionnaire administered on a cluster sample of 402 nurses selected across the six geo-political zones of Nigeria, and qualitative data gathered through key informant interviews of 16 purposively selected information-rich nursing leaders. Quantitative data analysis done with the aid of SPSS 21 employed both descriptive (frequency count, percentage, mean) and inferential statistics (such as Pearson Chi-square and Kruskal-Wallis tests), while qualitative analysis employed content analysis technique, with both quantitative and qualitative findings integrated. The development cycle (Cycle 2) adopted majorly qualitative design utilizing critical reflection, synthesis of findings from the preceding needs assessment/exploration cycle, the use of reflective journal, brainstorming and consultative sessions with research team, to develop the theoretical blended e-learning model. The evolving model was critically reviewed and progressively refined before piloting. The final cycle, the implementation / testing cycle (Cycle 3), adopted a case methodology design to pilot the developed blended e-learning model among two purposively selected arms (1st and 4th year) of the… Advisors/Committee Members: Mtshali, Ntombifikile Gloria. (advisor).

Subjects/Keywords: Nursing education.; Blended e-learning model.; Nurses.; Blended learning.; Nigeria.

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APA (6^th Edition):

Ayandiran, E. O. (2016). Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ayandiran, Emmanuel Olufemi. “Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.” 2016. Thesis, University of KwaZulu-Natal. Accessed March 05, 2021. http://hdl.handle.net/10413/15661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ayandiran, Emmanuel Olufemi. “Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.” 2016. Web. 05 Mar 2021.

Vancouver:

Ayandiran EO. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10413/15661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ayandiran EO. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

11. Laverpool Leatherwood, Lenora. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.

Degree: EdD, Curriculum and Instruction, 2013, University of Houston

URL: http://hdl.handle.net/10657/1234

► In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school… (more)

▼ In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school ELLs are expected to take and pass the State of Texas Assessment of Academic Readiness End-of-Course (STAAR/EOC) exams as part of their cumulative graduation requirements. Additionally, ELLs' performance on the STAAR exams at all grade levels significantly impacts their schools’ and districts’ adequate yearly progress (AYP). Subsequently, many schools and districts in the state continue to explore innovative ways to help ELLs effectively and efficiently acquire the academic English they need to succeed in school. This study examined a high school that piloted English as a Second Language (ESL) English and Reading courses delivered through a blended method of instruction in order to determine if the method increases students’ language acquisition at a greater rate than students taking ESL English and Reading courses delivered via a traditional method of instruction as measured by Texas English Language Proficiency Assessment System (TELPAS) reading tests. Results indicate that there were no statistically significant differences in TELPAS 2013 reading scores between the group that received the blended method of instruction and the group that received the traditional method of instruction. The same was true in terms of STAAR English II reading scores, the differences between the groups were not statistically significant. ANOVA and ANCOVA did indicate a significant effect of TELPAS 2012 scores on TELPAS 2013 scores. Likewise there was a significant effect of STAAR English I reading scores on STAAR English II reading scores. Further, results indicated that there were significant differences in TELPAS 2013 reading scores based on instructional level, age, STAAR English I reading scores, and STAAR English II reading scores, but there were not significant differences based on gender and years in U.S. schools. As for STAAR English II reading scores, there were significant differences in scores based on instructional level, years in U.S. schools, and TELPAS 2012, yet no significant differences based on gender and age Advisors/Committee Members: Hutchison, Laveria F. (advisor), Mountain, Lee (committee member), Ramos, Miguel A. (committee member), Watson, Margaret (committee member).

Subjects/Keywords: Blended instruction; Language learning; Second language acquisition; Blended learning; Instructional methods

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Laverpool Leatherwood, L. (2013). DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1234

Chicago Manual of Style (16^th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Doctoral Dissertation, University of Houston. Accessed March 05, 2021. http://hdl.handle.net/10657/1234.

MLA Handbook (7^th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Web. 05 Mar 2021.

Vancouver:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10657/1234.

Council of Science Editors:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1234

University of Melbourne

12. Nicholas Palikat, Cynthia. The sustainability of technology integration in English for academic purposes (EAP) programs.

Degree: 2019, University of Melbourne

URL: http://hdl.handle.net/11343/227781

► Blended approaches to teaching and learning in academic English programs often demand the provision of substantial investments in professional development, curriculum change and technological resources.… (more)

▼ Blended approaches to teaching and learning in academic English programs often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful language programs, focus has turned increasingly on the sustainability of blended learning in higher education. However, despite its long history (Schmandt, 2010), and application in multiple contexts (Stepanyan & Littlejohn, 2013), as recent studies show (see Bennett, Lockyer, & Agostinho, 2018; Niederhauser et al., 2018), sustainability is yet to be fully understood, particularly in the field of applied linguistics (Blin, Jalkanen, & Taalas, 2016). Further, little research to date has focused on interrogating sustainability frameworks in the context of higher education (Gruba, Cardenas-Claros, Suvorov, & Rick, 2016). The aim of this thesis, then, is to investigate the sustainability of technology integration in the context of language programs. To achieve this aim, I undertook an 18-month longitudinal study of a blended EAP (English for Academic Purposes) language program situated within a university pathways course. Grounded in participatory action research (Patton, 2015; Somekh, 2006) with an ethnographic orientation, the data collection techniques employed in this study draw on observations, interviews, document analysis, and personal reflections. Framed by the model of sustainable blended learning (Blin et al., 2016) and the argument based approach (Gruba et al., 2016), this participatory action research investigated three case studies representing conceptualisations of technology as they emerged from the site. In line with qualitative approaches, each of the three case studies presents a view of technology through the metaphors of device, system and application respectively. Results of the study point to the socio-cultural complexities of blended language programs and the importance of attending to concerns of pedagogy rather than technology for sustainable blended learning approaches. Importantly, the study findings also highlight the need for a proper understanding of program context in the implementation of technology related initiatives. Implications of the study propose that change management concepts be applied to better introduce, implement and most importantly, sustain change involving educational technology integration. From a pedagogical perspective, sustainability is dependent on pedagogically motivated decision making, investment of time for proper curriculum development, and promoting opportunities for collaboration, particularly amongst teachers. As for professional development, the study postulates that pedagogical and professional development initiatives need to be ongoing and targeted to the needs of the curriculum. Based on the outcomes of this study, it is hoped that this thesis will contribute to a better understanding of the factors that influence the sustainability of educational technology innovations through an in-depth study of…

Subjects/Keywords: sustainability; technology integration; blended learning; blended language learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nicholas Palikat, C. (2019). The sustainability of technology integration in English for academic purposes (EAP) programs. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/227781

Chicago Manual of Style (16^th Edition):

Nicholas Palikat, Cynthia. “The sustainability of technology integration in English for academic purposes (EAP) programs.” 2019. Doctoral Dissertation, University of Melbourne. Accessed March 05, 2021. http://hdl.handle.net/11343/227781.

MLA Handbook (7^th Edition):

Nicholas Palikat, Cynthia. “The sustainability of technology integration in English for academic purposes (EAP) programs.” 2019. Web. 05 Mar 2021.

Vancouver:

Nicholas Palikat C. The sustainability of technology integration in English for academic purposes (EAP) programs. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11343/227781.

Council of Science Editors:

Nicholas Palikat C. The sustainability of technology integration in English for academic purposes (EAP) programs. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/227781

Nelson Mandela Metropolitan University

13. Mdunyelwa, Vuyolwethu Sizoli. A framework for teaching secure coding practices through a blended learning approach.

Degree: 2020, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/49940

► With the recent increase in cyber-related attacks, cybersecurity is becoming a key area of concern for many organisations. Cybersecurity vulnerabilities are typically addressed through the… (more)

▼ With the recent increase in cyber-related attacks, cybersecurity is becoming a key area of concern for many organisations. Cybersecurity vulnerabilities are typically addressed through the implementation of various cybersecurity controls. These controls can be operational, technical or physical in nature. The focus of this research, however, is on technical controls with a specific focus on securing web applications. This research investigated whether third year software development students at the Nelson Mandela University adhered to secure coding practices in their capstone projects. In order to determine adherence, secure coding practices were identified from OWASP for the data access layer in web applications developed in the .NET environment. This was addressed by Secondary Objective, which was To determine what secure coding practices a web application developer should adhere to in the .NET environment. These secure coding practices were used to conduct a code review on 2015 third year capstone projects, and addressed Secondary Objective, To determine the adherence of third year software development capstone projects to the identified secure coding practices. The results for the code review were analysed and indicated low levels of adherence which led to the Problem Statement of this research, namely: Undergraduate software development students do not consistently adhere to secure coding practices when developing their third-year capstone projects, thereby leading to vulnerabilities in their web applications. In order to address this Problem Statement, the Primary Objective was identified, To develop a framework for teaching secure coding practices through a blended learning approach. Secondary Objective, To determine whether third year software development students have the requisite knowledge relating to secure coding, took the form of a questionnaire to assess students' knowledge relating to secure coding practices. This required the achievement of further sub-objectives which addressed both the knowledge and behaviour of software development students. The results of this questionnaire indicated that many of the third-year software development students lacked the requisite knowledge. This lack of knowledge and adherence was addressed through an educational intervention, meeting Secondary Objective, To design and implement an educational intervention to support software development students in the development of secure web applications. In terms of knowledge, online lessons were developed addressing each of the secure coding practices identified. In order to address adherence, students were given a checklist to monitor their adherence to the identified secure coding practices. Secondary Objective, To determine the exact of the educational intervention on both student adherence and their requisite knowledge regarding secure coding practices, involved the varication of the educational intervention, and comprised of two components, knowledge and behaviour. Knowledge varication took the form of an online…

Subjects/Keywords: Blended learning; Blended learning – Case studies; Computer security

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APA (6^th Edition):

Mdunyelwa, V. S. (2020). A framework for teaching secure coding practices through a blended learning approach. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/49940

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mdunyelwa, Vuyolwethu Sizoli. “A framework for teaching secure coding practices through a blended learning approach.” 2020. Thesis, Nelson Mandela Metropolitan University. Accessed March 05, 2021. http://hdl.handle.net/10948/49940.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mdunyelwa, Vuyolwethu Sizoli. “A framework for teaching secure coding practices through a blended learning approach.” 2020. Web. 05 Mar 2021.

Vancouver:

Mdunyelwa VS. A framework for teaching secure coding practices through a blended learning approach. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10948/49940.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mdunyelwa VS. A framework for teaching secure coding practices through a blended learning approach. [Thesis]. Nelson Mandela Metropolitan University; 2020. Available from: http://hdl.handle.net/10948/49940

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Gorham, Robyn. Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms.

Degree: 2020, Athabasca University

URL: http://hdl.handle.net/10791/317

►

Professional sport organizations have successfully raised societal awareness of the serious nature of concussions and the effect on returning to sports activities or “return-to-play.” Existing… (more)

▼

Professional sport organizations have successfully raised societal awareness of the serious nature of concussions and the effect on returning to sports activities or “return-to-play.” Existing literature places significant emphasis on return-to-play protocols for concussed athletes, while minimal information is available about when and/or how a concussed person can best return to a formal educational environment. In particular, there is a gap in the literature regarding a holistic view of educational approaches, learning implications, and accommodation needs for Canadian university students recovering from a concussion. Based on this gap, in this study a comparative quantitative-dominant mixed methods research design was used to investigate the suitability of in-person and blended learning environments for university students who have experienced one or more concussions. The study also explored learning implications and accommodations required following a concussion. Fifty current or former university students who have suffered a concussion at some time in their life were placed into two groups: (1) those who had studied in an in-person learning environment; and (2) those who had studied in a blended learning environment. An online questionnaire was used to explore how the students’ concussion symptoms affected their learning, the accommodations they were provided, and self-reported satisfaction with each learning environment. The following controlled variables were considered when analyzing self-reported satisfaction: concussion symptoms, site of injury, accommodations, accident versus sport-related injury, length of time since original injury, isolated versus multiple injuries, gender, medication use, approaches to learning, age, number of courses previously taken in their respective learning environments, and grade achievement. The findings revealed that students who had studied in a blended learning environment reported a higher level of satisfaction. Recommendations focused on the reported changes in learning that follow a concussion, the use of accommodations in different learning environments, and the role of faculty as students reintegrate into a formal learning environment.

2020

Advisors/Committee Members: Dr. Susan Moisey, Dr. Bob Heller, Dr. Lorraine Carter, Dr. Martha Cleveland-Innes.

Subjects/Keywords: Blended Learning; Concussion; Learner Satisfaction; Learning Implications

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APA (6^th Edition):

Gorham, R. (2020). Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gorham, Robyn. “Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms.” 2020. Thesis, Athabasca University. Accessed March 05, 2021. http://hdl.handle.net/10791/317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gorham, Robyn. “Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms.” 2020. Web. 05 Mar 2021.

Vancouver:

Gorham R. Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms. [Internet] [Thesis]. Athabasca University; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10791/317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gorham R. Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms. [Thesis]. Athabasca University; 2020. Available from: http://hdl.handle.net/10791/317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Alghanmi, Hind Hamed B. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

URL: https://commons.und.edu/theses/2132

► Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on… (more)

▼ Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on BL as a tool for adopting technology into any college classroom. This study focuses specifically on technology usage for teaching among female faculty. In 2018, women’s education in Saudi Arabia has undergone an incredible social transition, and women’s education is different and more advanced than before. This study looks to learn about female faculty members’ views and experiences as they relate to the adoption of BL in their classrooms. It seeks to provide in-depth knowledge essential to adopt BL according to a Diffusion of Innovation (DOI) and Technology Acceptance Model (TAM) theoretical framework. DOI explains adoption in the social setting with all the possible social culture factors. The TAM explains faculty level acceptance, specifically explaining external factors’ effects on faculty members’ beliefs and influencing them toward the BL. Because this study gathers information on female faculty members’ experiences with BL, a qualitative theme analysis was the appropriate research design to use. In particular, I used a qualitative research method to study female faculty members’ perspectives, collecting data via individual interviews. It is included interviews with female faculty members from four public, 4-year institutions in Saudi Arabia. Faculty members’ flexibility and their relationship to the adoption of BL depended on their benefits and challenges. According to this study’s participants, the challenges of the BL approach in Saudi Arabia necessitate urgent strategic plans at all levels. Faculty members’ knowledge and understanding regarding the definitions of BL showed their acceptance. Faculty support should be a priority for these institutions, which should adopt policies to help achieve Vision 2030—a natural, well-organized way to reform higher education. The gender aspect of the teaching culture considerably impacts the female faculty’s use of BL in Saudi Arabia. This study’s results—that the women faculty believe there is a need for evaluation, and official leadership rules for the adoption of BL. To summarize, the results indicated that women adopted BL when circumstances permitted. The obstacles, in their eyes, were a lack of faculty support, poor strategic evaluation plans, and insufficient empowerment at the institutional level. Advisors/Committee Members: Marcus Weaver-Hightower.

Subjects/Keywords: Blended Learning; Blended Teaching; Female Faculty; Saudi Arabia; Educational Leadership

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APA (6^th Edition):

Alghanmi, H. H. B. (2018). Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2132

Chicago Manual of Style (16^th Edition):

Alghanmi, Hind Hamed B. “Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.” 2018. Doctoral Dissertation, University of North Dakota. Accessed March 05, 2021. https://commons.und.edu/theses/2132.

MLA Handbook (7^th Edition):

Alghanmi, Hind Hamed B. “Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.” 2018. Web. 05 Mar 2021.

Vancouver:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2021 Mar 05]. Available from: https://commons.und.edu/theses/2132.

Council of Science Editors:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2132

University of Minnesota

16. Czaplewski, John. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/162635

► A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats:… (more)

▼ A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered in a blended instructional format. This case study explored the influence that the method of instruction had on student achievement on common assessments, how a blended instruction course design impacted the attitude of students, and the amount of knowledge acquired in a blended instruction environment.A blended course is one taught by combining teacher-centered face-to-face instructional elements with online learning components and online course management tools. In more general terms, blended instruction is a term used to describe instruction or training events or activities where online learning, in its various forms, is combined with more traditional forms of instruction such as "classroom" learning. The terms hybrid and mixed mode are references to the same type of instruction and therefore used synonymously. An instrument developed by Martha Tapia and George Marsh measured changes in attitude toward mathematics related to a blended instructional course design. While one area of interest was the level of procedural knowledge acquired in a blended instructional environment versus that of a face-to-face setting, an additional interest was student comprehension beyond procedural knowledge. This study noted applications of the common knowledge students used to demonstrate their comprehension and sense-making ability. In order to evaluate the additional level of understanding, this study asked questions of students enrolled in a blended instructional environment via a series of interviews as well as observing classroom activities designed to allow for further exploration of content and demonstration of knowledge beyond that allowed for in a face-to-face setting. Results from this study indicated a statistically significant difference in comparing final course grades and final examination grades of the students enrolled in the blended instruction designed course versus the face-to-face lecture courses while the instructor was held constant. Students were less anxious working on assigned problems and assessments as they familiarized themselves with the design and instructional strategies. In addition, students were more engaged in discussions as the semester progressed, and students experienced the benefits of communicating with group members. The results also indicate that students enrolled in a blended instruction course perceive that the classroom environment promotes interactions, and they are involved in classroom discussions and activities.

Subjects/Keywords: Attitude; Blended instruction; Blended learning; Mathematics; Student attitude

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APA (6^th Edition):

Czaplewski, J. (2014). An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162635

Chicago Manual of Style (16^th Edition):

Czaplewski, John. “An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.” 2014. Doctoral Dissertation, University of Minnesota. Accessed March 05, 2021. http://hdl.handle.net/11299/162635.

MLA Handbook (7^th Edition):

Czaplewski, John. “An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.” 2014. Web. 05 Mar 2021.

Vancouver:

Czaplewski J. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11299/162635.

Council of Science Editors:

Czaplewski J. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162635

Universiteit Utrecht

17. Perpétua Alvino, M.L. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.

Degree: 2012, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/255975

► Dit onderzoek richt zich op de meetbaarheid van de interculturele communicatieve competentie van tweedetaalleerders in een context van blended learning. Deze studie baseert zich op… (more)

Subjects/Keywords: Interculturale communicative competence; NIFLAR project; blended learning

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APA (6^th Edition):

Perpétua Alvino, M. L. (2012). Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/255975

Chicago Manual of Style (16^th Edition):

Perpétua Alvino, M L. “Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.” 2012. Masters Thesis, Universiteit Utrecht. Accessed March 05, 2021. http://dspace.library.uu.nl:8080/handle/1874/255975.

MLA Handbook (7^th Edition):

Perpétua Alvino, M L. “Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.” 2012. Web. 05 Mar 2021.

Vancouver:

Perpétua Alvino ML. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Mar 05]. Available from: http://dspace.library.uu.nl:8080/handle/1874/255975.

Council of Science Editors:

Perpétua Alvino ML. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/255975

Nelson Mandela Metropolitan University

18. Van Heerden, Andale. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.

Degree: Faculty of Arts, 2014, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/5098

► Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended… (more)

Subjects/Keywords: Blended learning; Education, Higher – Computer-assisted instruction

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APA (6^th Edition):

Van Heerden, A. (2014). Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/5098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Heerden, Andale. “Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed March 05, 2021. http://hdl.handle.net/10948/5098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Heerden, Andale. “Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.” 2014. Web. 05 Mar 2021.

Vancouver:

Van Heerden A. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10948/5098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Heerden A. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/5098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rochester Institute of Technology

19. Bilowus, Matthew. How online learning can benefit deaf and heard of hearing people.

Degree: Information Sciences and Technologies (GCCIS), 2013, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/5750

► Online learning can be used for those who are not able to physically attend classes. Rapid expansion of online tools and technologies make online learning… (more)

Subjects/Keywords: Blended; Deaf; Distance; Hearing; Learning; Online

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APA (6^th Edition):

Bilowus, M. (2013). How online learning can benefit deaf and heard of hearing people. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/5750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Thesis, Rochester Institute of Technology. Accessed March 05, 2021. https://scholarworks.rit.edu/theses/5750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Web. 05 Mar 2021.

Vancouver:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Internet] [Thesis]. Rochester Institute of Technology; 2013. [cited 2021 Mar 05]. Available from: https://scholarworks.rit.edu/theses/5750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Thesis]. Rochester Institute of Technology; 2013. Available from: https://scholarworks.rit.edu/theses/5750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

20. Marin, Luis F. Theoretical bases of Understanding Blended Learning and Instructional Design.

Degree: MEd, Department of Educational Psychology, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/cn69m5230

► The purpose of this research is to explore how to optimize the quality of the design of a blended learning experience. This research started as… (more)

Subjects/Keywords: pre-service teachers; blended learning; instructional design

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APA (6^th Edition):

Marin, L. F. (2014). Theoretical bases of Understanding Blended Learning and Instructional Design. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cn69m5230

Chicago Manual of Style (16^th Edition):

Marin, Luis F. “Theoretical bases of Understanding Blended Learning and Instructional Design.” 2014. Masters Thesis, University of Alberta. Accessed March 05, 2021. https://era.library.ualberta.ca/files/cn69m5230.

MLA Handbook (7^th Edition):

Marin, Luis F. “Theoretical bases of Understanding Blended Learning and Instructional Design.” 2014. Web. 05 Mar 2021.

Vancouver:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2021 Mar 05]. Available from: https://era.library.ualberta.ca/files/cn69m5230.

Council of Science Editors:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/cn69m5230

University of KwaZulu-Natal

21. Thabethe, Bhekisisa Maxwell. Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.

Degree: 2018, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/17416

► The purpose of this study was to explore the learning of Mechanical Systems in a Grade 9 Technology classroom by Deaf learners in KwaZulu-Natal. The… (more)

Subjects/Keywords: Deaf learners.; Mechanical systems.; Blended learning model.

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APA (6^th Edition):

Thabethe, B. M. (2018). Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17416

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thabethe, Bhekisisa Maxwell. “Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.” 2018. Thesis, University of KwaZulu-Natal. Accessed March 05, 2021. https://researchspace.ukzn.ac.za/handle/10413/17416.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thabethe, Bhekisisa Maxwell. “Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.” 2018. Web. 05 Mar 2021.

Vancouver:

Thabethe BM. Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Mar 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17416.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thabethe BM. Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17416

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Camilleri, Jennifer. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

URL: http://digitalcommons.nl.edu/diss/224

► XYZ District has recently invested in a one-to-one technology initiative, providing each student in grades three through eight with an iPad. However, consistent integration… (more)

Subjects/Keywords: Blended Learning; Educational Technology; Educational Leadership

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APA (6^th Edition):

Camilleri, J. (2016). Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/224

Chicago Manual of Style (16^th Edition):

Camilleri, Jennifer. “Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.” 2016. Doctoral Dissertation, National-Louis University. Accessed March 05, 2021. http://digitalcommons.nl.edu/diss/224.

MLA Handbook (7^th Edition):

Camilleri, Jennifer. “Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.” 2016. Web. 05 Mar 2021.

Vancouver:

Camilleri J. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Mar 05]. Available from: http://digitalcommons.nl.edu/diss/224.

Council of Science Editors:

Camilleri J. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/224

Open Universiteit Nederland

23. Menko, Robbert. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .

Degree: 2015, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/6014

► Met de komst van blended learning wordt meer technologie in het onderwijs ingezet en krijgen docenten meer te maken met de ICT-afdeling. De kans bestaat… (more)

Subjects/Keywords: blended learning; ICT-afdeling; ondersteuning; hoger onderwijs

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APA (6^th Edition):

Menko, R. (2015). Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6014

Chicago Manual of Style (16^th Edition):

Menko, Robbert. “Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed March 05, 2021. http://hdl.handle.net/1820/6014.

MLA Handbook (7^th Edition):

Menko, Robbert. “Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .” 2015. Web. 05 Mar 2021.

Vancouver:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1820/6014.

Council of Science Editors:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6014

24. Guay, Carol. Encouraging deep learning in a blended environment: A study of instructional design approaces.

Degree: 2013, Athabasca University

URL: http://hdl.handle.net/10791/31

►

This qualitative research study seeks to answer the question: Which instructional design approaches for blended learning encourage deep learning? This grounded theory research captures the… (more)

Subjects/Keywords: Instructional Design; Blended; Deep Learning; Approaches

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APA (6^th Edition):

Guay, C. (2013). Encouraging deep learning in a blended environment: A study of instructional design approaces. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/31

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guay, Carol. “Encouraging deep learning in a blended environment: A study of instructional design approaces.” 2013. Thesis, Athabasca University. Accessed March 05, 2021. http://hdl.handle.net/10791/31.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guay, Carol. “Encouraging deep learning in a blended environment: A study of instructional design approaces.” 2013. Web. 05 Mar 2021.

Vancouver:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Internet] [Thesis]. Athabasca University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10791/31.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/31

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

25. Lindberg, Rachel Ann, 1989-. Does Online Course Enhancement Contribute to Learning and Social Connectivity?.

Degree: Department of Psychology, 2015, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2209

► Computer-mediated communication may be used to create group membership and develop a sense of community between users. Combining the advantages of availability of information and… (more)

▼ Computer-mediated communication may be used to create group membership and develop a sense of community between users. Combining the advantages of availability of information and peer support, online communities demonstrate a variety of cognitive and social benefits. Users of online self-help groups make use of discussion forums to seek information and emotional support from others (Finn, 1999) whereas those in the gaming community enjoy the ability to build new relationships while maintaining old ones (Sublette & Mullan, 2012; Williams, Caplan, & Xiong, 2007). In recent years, many universities have started offering distance learning through web-based online courses. Critics of this approach are concerned with the state of traditional classroom lectures and discussions, fearing that face-to-face interaction may disappear (Cusumano, 2013). Therefore, hybrid and blended courses may help to combine the social benefits of face-to-face interaction with the advantages of online enhanced learning (El-Gayar & Dennis, 2005) through interactive elements such as discussion forums which allow students to connect with their peers and analyze course material over time. Social connectivity may develop between students through participation in such online forums, serving as both a consequence of, and motivation to continue, participation in forums. However, individual preference for face-to-face over online communication and personality (e.g., extroversion) may affect student participation in blended learning courses, contributing to individual variation in social rewards. The present study examined the academic and social benefits of blended learning by comparing two sections of an undergraduate research method course in psychology, one of which included online enhancements that are considered to be “blended” style (e.g., online discussion forums). According to the emotional interest hypothesis (Mayer, Heiser, & Lonn, 2001) adding visually stimulating information through online enhancements that support course concepts will increase enjoyment and attention to course material. Thus, students in the blended learning section were hypothesized to perform better academically than students in the traditional lecture style section. The social psychological theory of group identity and interpersonal bonds (Ren et al., 2012) suggests that an online discussion forum will work to increase group identity and interpersonal bonds between the students, creating a shared community and increasing social connectivity. Furthermore, the social uses and gratifications theory (Sepp, Liljander, & Gummerus, 2011) posits that computer-mediated communication as used in the present study fulfills individual social gratifications. Therefore, students in the blended learning section were hypothesized to feel more socially connected than students in the traditional lecture style section. As social connectedness may have a give and take relationship with communication use, meaningfulness or quality of forum posts was expected to positively correlate with social… Advisors/Committee Members: Waite, Bradley W..

Subjects/Keywords: Academic achievement.; Blended learning.; Belonging (Social psychology)

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APA (6^th Edition):

Lindberg, Rachel Ann, 1. (2015). Does Online Course Enhancement Contribute to Learning and Social Connectivity?. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2209

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindberg, Rachel Ann, 1989-. “Does Online Course Enhancement Contribute to Learning and Social Connectivity?.” 2015. Thesis, Central Connecticut State University. Accessed March 05, 2021. http://content.library.ccsu.edu/u?/ccsutheses,2209.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindberg, Rachel Ann, 1989-. “Does Online Course Enhancement Contribute to Learning and Social Connectivity?.” 2015. Web. 05 Mar 2021.

Vancouver:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2021 Mar 05]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2209.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2209

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Universiteit Nederland

26. de Jong, Diana. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.

Degree: Master, Welten Institute, 2018, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

► Twee belangrijke uitdagingen voor het huidige onderwijs komen samen in dit onderzoek: lerenden gemotiveerd houden enerzijds en het effectief toepassen van technologie in het onderwijs… (more)

▼ Twee belangrijke uitdagingen voor het huidige onderwijs komen samen in dit onderzoek: lerenden gemotiveerd houden enerzijds en het effectief toepassen van technologie in het onderwijs anderzijds. Motivatie, of liever gezegd het gebrek eraan, is in vrijwel het hele westerse onderwijs een toenemend probleem en digitale technologie en social media spelen hierin een duidelijke rol (Nelis & Van Sark, 2014; van der Schuur, Baumgartner, Sumter, & Valkenburg, 2015). Als technologie en social media echter effectief worden ingezet, kunnen ze ook een positief effect op de motivatie hebben (Martens, 2017). Het doel van dit onderzoek is om na te gaan of de combinatie van werkcolleges en een vorm van digitaal afstandsonderwijs het gevoel van competentie en verbondenheid bij studenten vergroot en daarmee ook een positieve invloed op hun intrinsieke motivatie heeft. De Self Determination Theory (Deci & Ryan, 1980, 2000; Ryan & Deci, 2000) dient als theoretische basis. Volgens deze theorie heeft elk mens een natuurlijke nieuwsgierigheid en een aangeboren neiging naar groei en ontwikkeling. Dit komt van binnenuit en je kunt deze intrinsieke motivatie alleen begrijpen als je de volgende drie domeinen erbij betrekt: competentie, autonomie en sociale verbondenheid. Deze mixed methods studie vond plaats bij het Amsterdam Fashion Institute (Hogeschool van Amsterdam), waar vier propedeuseklassen tijdens de module Scenarioschrijven aan het experiment deelnamen. Twee klassen (N = 40) volgden de module in de reguliere vorm (vijf wekelijkse colleges) en twee klassen (N = 40) in een blended learning vorm (vijf wekelijkse colleges en gedurende de module toegang tot een besloten en door de docent gemodereerde Facebookgroep). Na afloop van de module werd in alle klassen een vragenlijst afgenomen, gebaseerd op de post-experimental Intrinsic Motivation Inventory, oorspronkelijk ontwikkeld door Ryan (1982). Hiermee werden de ervaren competentie, verbondenheid en intrinsieke motivatie tijdens de module in kaart gebracht. Daarnaast werd een focusgroepinterview afgenomen met vier respondenten van de experimentele groep en vier respondenten van de controlegroep. Uit de twee Independent-Samples T-Tests bleek dat het gemiddelde gevoel van competentie en het gemiddelde gevoel van verbondenheid bij de blended learning groep significant hoger was dan bij de controlegroep. Uit de meervoudige regressieanalyse bleek dat het regressiemodel een significante voorspelling geeft van de gemeten motivatie tijdens de module. Twee enkelvoudige regressieanalyses brachten vervolgens de afzonderlijke effecten in kaart. Beide predictorvariabelen ‘gevoel van competentie’ en ‘gevoel van verbondenheid’ hebben een significante invloed op de ervaren motivatie. Uit de resultaten kan geconcludeerd worden dat het gevoel van competentie, verbondenheid en de hieruit voortvloeiende motivatie significant samenhangen met de opzet van de module. De Facebookgroep in de learning blend speelde een duidelijke rol in het positief beïnvloeden van deze drie variabelen. De…

Subjects/Keywords: motivatie; blended learning; social media; hoger onderwijs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

de Jong, D. (2018). Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

Chicago Manual of Style (16^th Edition):

de Jong, Diana. “Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed March 05, 2021. http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff.

MLA Handbook (7^th Edition):

de Jong, Diana. “Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.” 2018. Web. 05 Mar 2021.

Vancouver:

de Jong D. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff.

Council of Science Editors:

de Jong D. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

University of Manchester

27. De Stefani, Sofia Magdalena. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.

Degree: PhD, 2012, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

► This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language… (more)

▼ This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language in provincial and rural areas of Uruguay. Specifically, a three-year blended teacher development programme designed to facilitate professional empowerment by integrating face-to-face and online learning opportunities is examined through Garrison, Anderson and Archer’s (2000) Community of Inquiry framework as well as through Kumaravadivelu’s (2001, 2006b) Postmethod parameters of particularity, practicality and possibility. Findings suggest that blended learning can facilitate the professional empowerment of teachers in geographically-removed areas by fostering their movement towards higher levels of cognitive thinking. The teaching, social and cognitive activity in a blended setting is distributed over the face-to-face and online learning arenas, with the teaching and cognitive ‘presences’ being embedded in the social. While the highest levels of cognitive activity are rarely visible in participants’ virtual discourse, this discourse refers to other environments where cognitive activity is more clearly evidenced, such as participants’ assessed work and classroom practices. In short, the Community of Inquiry parameters offer a lens through which to visualise effective course design and pedagogy for teacher education in this context, by providing a language to articulate what is particular about the setting, what participants perceive as practical and ultimately what is possible for them to achieve in terms of empowerment and emancipation. These parameters are explored through the examination of the whole-group processes as well as the in-depth analysis of two participants’ individual journeys. This study also foregrounds the complexity and richness of action research, especially in terms of the multiplicity of roles determined by the researcher’s immersion in the field, and highlights the need for extensive reflexivity. The academic, professional and situated contributions indicated above are identified, as is the potential for further research in this and other similar settings.

Subjects/Keywords: 370.71; Teacher Development; Blended Learning; TESOL

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APA (6^th Edition):

De Stefani, S. M. (2012). Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Chicago Manual of Style (16^th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Doctoral Dissertation, University of Manchester. Accessed March 05, 2021. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

MLA Handbook (7^th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Web. 05 Mar 2021.

Vancouver:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Mar 05]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

Council of Science Editors:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

28. Johnson, Rowan Farrington. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.

Degree: 2013, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/302

► This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing… (more)

▼ This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing students. These groups respectively took writing classes in traditional classroom environments (without individual computers for each student in the classroom) and in blended classroom environments (with individual computers for each student in the classroom). The research questions were the following: RQ1: What are some of the general prevailing student attitudes toward blended classroom environments and online classroom environments? RQ2: If students take writing courses in a blended environment, will their attitudes toward blended and online education differ from the attitudes of students who only take traditional writing courses? RQ3: Will students who take blended writing courses have more favorable attitudes toward blended and online learning than students who do not take writing courses in blended environments? To answer the above research questions, a set of specific questions was presented as part of a survey to the students in both groups. Also, some qualitative data were generated in response to three open-ended questions about blended and online courses. The survey results were analyzed statistically and the qualitative data were subjected to corpus analysis and specific interpretation. Overall, the attitudes expressed by the students in this research suggest that there are some major differences between student groups in terms of their general attitudes to blended and online learning. The quantitative analysis showed statistically significant support for the idea that students with previous experience in blended classrooms have more favorable attitudes toward blended and online courses than students without previous experience in blended classrooms. The qualitative results showed a wide range of expressive and divergent opinions among all of the respondents, and the results also provided revealing answers to the research questions. Advisors/Committee Members: Rausch, David W., Crawford, Elizabeth K., Tucker, James, Wilferth, Joseph, College of Health, Education, and Professional Studies.

Subjects/Keywords: Computer-assisted instruction – Evaluation; Blended learning – Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Johnson, R. F. (2013). Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/302

Chicago Manual of Style (16^th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/302.

MLA Handbook (7^th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Web. 05 Mar 2021.

Vancouver:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/302.

Council of Science Editors:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/302

Western Kentucky University

29. Hunt, Lisa Ann. Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders.

Degree: EdD, Department of Educational Administration, Leadership, and Research, 2020, Western Kentucky University

URL: https://digitalcommons.wku.edu/diss/180

► Community colleges in the United States play a critical role in preparing students for employment in the workforce. Nationally, there is a severe shortage… (more)

Subjects/Keywords: technical education; blended learning; manufacturing; Vocational Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hunt, L. A. (2020). Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/180

Chicago Manual of Style (16^th Edition):

Hunt, Lisa Ann. “Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders.” 2020. Doctoral Dissertation, Western Kentucky University. Accessed March 05, 2021. https://digitalcommons.wku.edu/diss/180.

MLA Handbook (7^th Edition):

Hunt, Lisa Ann. “Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders.” 2020. Web. 05 Mar 2021.

Vancouver:

Hunt LA. Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders. [Internet] [Doctoral dissertation]. Western Kentucky University; 2020. [cited 2021 Mar 05]. Available from: https://digitalcommons.wku.edu/diss/180.

Council of Science Editors:

Hunt LA. Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders. [Doctoral Dissertation]. Western Kentucky University; 2020. Available from: https://digitalcommons.wku.edu/diss/180

Montana State University

30. Knight, Ann Elizabeth. Flipping elementary professional development : providing time and flexibility to learn inquiry science.

Degree: MS, Graduate School, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10064

► Elementary science educators in Katy Independent School District voiced concerns that there simply is not enough time to participate in professional development. Teachers claimed district-provided… (more)

Subjects/Keywords: Elementary school teachers.; Career development.; Blended learning.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Knight, A. E. (2016). Flipping elementary professional development : providing time and flexibility to learn inquiry science. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10064

Chicago Manual of Style (16^th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Masters Thesis, Montana State University. Accessed March 05, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10064.

MLA Handbook (7^th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Web. 05 Mar 2021.

Vancouver:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 Mar 05]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064.

Council of Science Editors:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064

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Open Access Theses and Dissertations