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ERIC Number: ED527969
Record Type: Non-Journal
Publication Date: 2011
Pages: 141
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-6358-9
Effectiveness of Strategies to Enhance Interaction in Courses Employing Different Blend Categories
Pensabene, Thomas C.
ProQuest LLC, Ph.D. Dissertation, Capella University
Given the value of participant interaction to enhance learning, and the growth of blended (face-to-face and online) delivery, the purpose of this study was to examine the way instructor-designers approach interactions in blended learning environments, and the effectiveness of these approaches in terms of student satisfaction and expectations. Using a three-part blend framework, which classifies the design of blended courses as either (a) transforming instruction, (b) enhancing existing pedagogy by increasing productivity, or (c) increasing overall convenience and access for students and instructors, a case study method was employed, with one case representing each of the three blend categories, with cases selected from respondents to a survey of over 500 post-secondary instructors experienced in the design and implementation of blended learning courses. Data with respect to each of the blend categories was collected from interviews conducted with each of the three case instructors. In addition, students from the three case classes were surveyed regarding their expectations for interactions in general and their satisfaction with the efforts of their instructor in particular. Logic modeling, a process employed in program evaluation, was used to organize and validate the data from the three case studies. The study found that, especially with online discussions, instructor-designer blend preference influences strategies for interaction, development, and implementation of activities, and acts as a benchmark for evaluation and iterative change. The enhancing case placed the most emphasis on discussions to enhance learning outcomes, while the enabling case eschewed discussions as inconvenient. Discussions in the transforming case occurred mainly in the face-to-face sessions. The study further found that students appeared equally satisfied with all three blend categories suggesting that students may adapt to the blend preference of the instructor. As part of the analysis, findings were compared to contemporary instructional design models; of note was the finding that none of the three cases involved on-going consultation with instructional designers. Given these findings, future research should assess the impact of instructor-designer blend preference in interaction studies employing grouped data and exploratory surveys focusing on the current role of instructional designers in blended learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A