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ERIC Number: ED529509
Record Type: Non-Journal
Publication Date: 2011
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-9589-4
Perceptions regarding Asynchronous and Hybrid Instructional Delivery Methods: Adult Learner Dialogue and Learning Environment Interaction
Raber, Angela
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
This study examined the influences of online and blended instructional delivery methods, as defined by the Sloan Consortium (2006), and the influences of adult learner discussions on engagement in a classroom. Asynchronous and hybrid delivery methods were examined through the learner's perceptions of the level of discussion, community, and teacher interaction, and how that interaction related and built on the engagement of the learner within the learning environment. With the continual increase of learner-centered and constructivist theories, the transition from a teacher-centered instruction to a learner-centered instruction challenges teachers to engage their students in new ways of creating dialogue. A researcher-developed survey instrument was used to collect data from a convenience sample of U.S. Midwest learners in the two delivery methods. A five-point Likert-type scale was used to measure respondent perceptions of the level to which engagement was achieved through the use of community, levels of discussion, and teacher interaction within their learning environment. The survey used demographic questions in order to answer whether demographic attributes played a role in any differences of perception of the overall engagement level of the classroom. A matrix of the survey questions was created to measure perceptions of the influence of engagement within the different delivery methods. Descriptive and inferential statistics including means, frequencies, and percentages were used to report findings. The findings measured positive for the perception of engagement, indicating that the adult learners perceived that their educational environments engagement levels were influenced by community development, levels of discussion, teacher interaction, and the delivery method of the class. A variety of benefits and challenges were revealed as a result of the study. The results indicated that these principles of community development, levels of discussion, and teacher interaction can be applied to asynchronous, or blended classrooms and create enhanced engagement. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A