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ERIC Number: ED556866
Record Type: Non-Journal
Publication Date: 2014
Pages: 151
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0498-4
ISSN: N/A
A Quasi-Experimental Comparison of Student Satisfaction in Hybrid versus and Online-Only Course
Griffith, John D.
ProQuest LLC, Ph.D. Dissertation, Northcentral University
While online education is becoming more popular in the United States, there are a number of justifiable concerns with students adjusting to this particular learning environment. One of the concerns from a student's perspective is a sense of isolation. The purpose of this quantitative, quasi-experimental study was to investigate whether face-to-face interaction with other students in a hybrid course reduces the sense of isolation and thus increases overall student satisfaction compared to an online-only course without face-to-face interaction and without the presence of a faculty member. A quasi-experimental study collected information from students enrolled in the same online course using two different delivery methods, hybrid (cohort one) and online-only (cohort two). The hybrid cohort included structured weekly face-to-face, student-to-student interaction. Participants in the study were students currently enrolled in an English 106 course at Brigham Young University-Idaho (BYU-Idaho). A sample of 181 total undergraduate students was asked to participate in an online survey administered directly within the course during the last two weeks of the 14-week semester. The Course Interaction and Student Satisfaction Survey were used to help determine whether the addition of a face-to-face structured gathering in a hybrid course has an impact on student satisfaction compared to students in an online-only course. Results demonstrated that self-reported student satisfaction was 1.57 points higher for students enrolled in the hybrid course (M= 20.1504, p < 0.05) compared to those enrolled in a fully online-only course (M = 18.5735, p < 0.05). Additionally, perceived student-to-student interaction was 2.59 points higher for students enrolled in the hybrid course ( M = 21.1150, p < 0.05) compared to those enrolled in a fully online-only course (M = 18.5294, p < 0.05). There was no statistically significant difference in student satisfaction based on demographic variables. Based on the results, it is recommended that institutions of higher education explore hybrid course modes of delivery to increase student satisfaction and thus reduce a sense of isolation. To expand on the results of this study, future research may include a cost/benefit analysis of online-only and hybrid course delivery modes, types of communication between students to help create better learning communities, and additional demographic analysis of students in online-only or hybrid courses. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho