國立虎尾科技大學 |

High School Learning Environments : = Hybrid Versus Traditional Formats.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	High School Learning Environments :/
其他題名:	Hybrid Versus Traditional Formats.
作者:	Clifton, Mary Beth.
面頁冊數:	1 online resource (138 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369734607

High School Learning Environments : = Hybrid Versus Traditional Formats.
Clifton, Mary Beth.

High School Learning Environments :Hybrid Versus Traditional Formats. - 1 online resource (138 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Widener University, 2017.

Includes bibliographical references

This research study examined the effects of hybrid course format as compared to face-to-face instruction format in a high school setting. At this time, there is little research on hybrid courses in the secondary schools. The quantitative portion of this ex post facto study utilized causal comparative design. Student data was collected from teacher created assessments as well as the student information system. To collect qualitative data teachers were asked a series of questions about the hybrid teaching experience. The Blended Course Faculty Survey created by the University of Central Florida and the American Association of State Colleges and Universities was utilized for the interviews (University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU), 2011). The research questions include: 1) What is the difference in knowledge gained as measured by the teacher created assessment based on course format, (hybrid or traditional)? 2) What is the difference in student attendance based on course format? 3) What is the difference in knowledge gained due to gender? 4) What are the high school teachers' perceptions of the effectiveness of hybrid learning? When examining achievement both the hybrid and traditional courses showed a significant increase in assessment scores. This increase did not hold true for the students enrolled in the traditional Psychology course. The attendance data showed students in hybrid courses missed an average of 2.02 classes while those in the traditional course missed an average of 4.38 classes. Psychology was the only course that did not show a significant difference between the number of absences for hybrid and traditional students. The examination of gender showed both males and females demonstrated significant increase in assessment scores overall. The exception was found for males who attended the Psychology course.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369734607Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

High School Learning Environments : = Hybrid Versus Traditional Formats.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a This research study examined the effects of hybrid course format as compared to face-to-face instruction format in a high school setting. At this time, there is little research on hybrid courses in the secondary schools. The quantitative portion of this ex post facto study utilized causal comparative design. Student data was collected from teacher created assessments as well as the student information system. To collect qualitative data teachers were asked a series of questions about the hybrid teaching experience. The Blended Course Faculty Survey created by the University of Central Florida and the American Association of State Colleges and Universities was utilized for the interviews (University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU), 2011). The research questions include: 1) What is the difference in knowledge gained as measured by the teacher created assessment based on course format, (hybrid or traditional)? 2) What is the difference in student attendance based on course format? 3) What is the difference in knowledge gained due to gender? 4) What are the high school teachers' perceptions of the effectiveness of hybrid learning? When examining achievement both the hybrid and traditional courses showed a significant increase in assessment scores. This increase did not hold true for the students enrolled in the traditional Psychology course. The attendance data showed students in hybrid courses missed an average of 2.02 classes while those in the traditional course missed an average of 4.38 classes. Psychology was the only course that did not show a significant difference between the number of absences for hybrid and traditional students. The examination of gender showed both males and females demonstrated significant increase in assessment scores overall. The exception was found for males who attended the Psychology course.
520 $a The qualitative information from the teacher interviews showed varying opinions on the many facets involved with hybrid courses. Overall, two teachers would teach a hybrid course again and have taken some of the hybrid components and added them to their traditional courses. A third teacher was not satisfied with the experience and felt the need to physically interact with students every day. Recommendations for further implications and future research were discussed.
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