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Instructional Strategies to Increase Student Connectedness in Blended Learning Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Instructional Strategies to Increase Student Connectedness in Blended Learning Classrooms./
Author:	Hange, Karen Anne.
Description:	1 online resource (481 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379959340

Instructional Strategies to Increase Student Connectedness in Blended Learning Classrooms.
Hange, Karen Anne.

Instructional Strategies to Increase Student Connectedness in Blended Learning Classrooms. - 1 online resource (481 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2023.

Includes bibliographical references

The purpose of this qualitative descriptive single case study was to understand how college instructors across a variety of discipline areas described the development of their instructional strategies to embed sense of community and cognitive presence in a blended class environment at a university in the Midwest United States. The Community of Inquiry framework by Garrison and Vaughan was used to guide the following research questions: How do college instructors describe the development of instructional strategies for embedding sense of community in a blended learning environment? How do college instructors describe the development of instructional strategies for embedding cognitive presence in a blended class environment? Purposive sampling yielded 30 participants in the survey portion of the study and 15 participants in the narrative portion of the study. Via thematic analysis, four themes emerged: (a) The development of instructional strategies for the blended learning environment requires a change in mindset as instructors adapt to new responsibilities and adjust structures to support students for this model of learning. (b) An increased focus on building connectedness and understanding the different types of students and their needs is necessary for embedding a sense of community in the blended learning classroom. (c) Many instructional strategies developed for blended learning provide a more student-centered approach to learning integrated with technology. (d) Cognitive presence in a blended learning environment is strengthened through embedding critical thinking skills, reflection, and collaborative activities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379959340Subjects--Topical Terms:

1148448
Higher education.
Subjects--Index Terms:

Blended learningIndex Terms--Genre/Form:

554714
Electronic books.

Instructional Strategies to Increase Student Connectedness in Blended Learning Classrooms.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative descriptive single case study was to understand how college instructors across a variety of discipline areas described the development of their instructional strategies to embed sense of community and cognitive presence in a blended class environment at a university in the Midwest United States. The Community of Inquiry framework by Garrison and Vaughan was used to guide the following research questions: How do college instructors describe the development of instructional strategies for embedding sense of community in a blended learning environment? How do college instructors describe the development of instructional strategies for embedding cognitive presence in a blended class environment? Purposive sampling yielded 30 participants in the survey portion of the study and 15 participants in the narrative portion of the study. Via thematic analysis, four themes emerged: (a) The development of instructional strategies for the blended learning environment requires a change in mindset as instructors adapt to new responsibilities and adjust structures to support students for this model of learning. (b) An increased focus on building connectedness and understanding the different types of students and their needs is necessary for embedding a sense of community in the blended learning classroom. (c) Many instructional strategies developed for blended learning provide a more student-centered approach to learning integrated with technology. (d) Cognitive presence in a blended learning environment is strengthened through embedding critical thinking skills, reflection, and collaborative activities.
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538 $a Mode of access: World Wide Web
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653 $a Teacher presence
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