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Dissertation/Thesis Abstract

Differences in perception about online, hybrid, and on-ground courses
by Naghneh, Delaram, Ed.D., Alliant International University, 2012, 131; 3512796
Abstract (Summary)

THE PROBLEM. The purpose of this study was to investigate the differences in satisfaction, convenience, quality of teaching, and quality of learning scores in on-line, hybrid, and on-ground classes.

METHOD. A quasi-experimental, within-subject design study was conducted that involved the type of instruction as the independent variable with three levels: on-line, hybrid, and on-ground classes. The investigation included all graduate students pursuing Master, Ed.D., D.B.A., Psy.D., and Ph.D. degrees at Alliant International University. The participants were sorted into subgroups by gender, age (30 and under and 31+), and enrollment status (part time or fulltime) to determine whether these factors affected their performance in all three types of classes. A survey entitled Graduate Students' Evaluation of Online, Hybrid, and On-ground Classes was used to assess the students' perceptions of teaching modalities.

RESULTS. The data revealed significant differences in students' satisfaction, convenience, quality of teaching, and quality of learning scores among online, hybrid, and on-ground courses. Results revealed greater satisfaction with online courses and greater convenience with on-ground courses. Results also revealed that quality of teaching and quality of learning in online courses were scored highest. However, the mean scores for all delivery methods fell close to or slightly below the "disagreement" level, suggesting that participating students were not satisfied with any of the course delivery methods.

Analysis of the data yielded additional findings on the differences among the online, hybrid, and on-ground composite scores and the students' gender, age group, and enrollment status. Findings revealed a significant difference in online composite scores when sorted by gender: Male participants rated the online courses higher. Findings also revealed a significant difference in the online and hybrid composite scores when sorted by age: Younger participants rated the online and hybrid courses higher. The scores overall showed unfavorable ratings of online, hybrid, and on-ground course delivery.

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Indexing (document details)
Advisor: Power, Suzanne
Commitee: Ansoff, Rick, Shean, Andrew
School: Alliant International University
Department: San Diego, HSOE
School Location: United States -- California
Source: DAI-A 73/10(E), Dissertation Abstracts International
Subjects: Higher Education Administration, Educational leadership, Educational psychology, Educational technology, Higher education
Keywords: Higher education, Hybrid, Management, On-ground, Online, Online education, Technology
Publication Number: 3512796
ISBN: 978-1-267-42080-0
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