Dissertation/Thesis Abstract

Sense of belonging in cyberspace: Examining the impact of hybrid courses on student persistence
by Costello, Ronald J., Ed.D., Pepperdine University, 2015, 134; 3703374
Abstract (Summary)

The following is a quantitative study of the effects of hybrid course offerings on student sense of belonging and satisfaction at a commuter campus. The study employed the following independent variables: gender, age, race, class standing, GPA (which was self-reported), marital status, number of children, employment status, number of hours worked per week, number of hybrid courses taken, and 2 dependent variables (sense of belonging and satisfaction). The study found no significant difference in sense of belonging and satisfaction among students in either the hybrid or face-to-face modalities. Other findings found that students with children exhibited a negative relationship between number of children and perceived faculty support/comfort as well as a negative relationship was between number of children and perceived classroom comfort in both hybrid and face-to-face modalities. This study also includes recommendations for additional studies to explore possible interventions to increase students sense of belonging and satisfaction.

Indexing (document details)
Advisor: Sparks, Paul
Commitee: Bernstein, Michael, Judith Fusco Kledzik, Judith
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 76/09(E), Dissertation Abstracts International
Subjects: Educational technology
Keywords: Hybrid courses, Online learning, Persistence
Publication Number: 3703374
ISBN: 978-1-321-75162-8
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy