Date
4-2017
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Jillian L Wendt
Keywords
Blended Learning, Community of Inquiry, K-12, Online Learning, Perceived Learning
Disciplines
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Online and Distance Education | Other Education
Recommended Citation
Harrell, Kyleigh, "The Impact of Blended Learning on Social Presence, Cognitive Presence, Teaching Presence, and Perceived Learning" (2017). Doctoral Dissertations and Projects. 1416.
https://digitalcommons.liberty.edu/doctoral/1416
Abstract
The quantitative study examined how blended learning influences high school learners’ social presence, cognitive presence, teacher presence, and perceived learning in comparison to online instruction. The study answered the following research questions: (a) Do differences exist among the social presence, cognitive presence, and teaching presence of high school students enrolled in a blended course as compared to those enrolled in an online course? (b) Does a difference exist between perceived learning of high school students enrolled in a blended course as compared to that of those enrolled in an online course? The researcher used a causal-comparative research design and tested the hypotheses with a multivariate analysis of covariance (MANCOVA) and an analysis of covariance (ANCOVA). Data used for analysis will be acquired from archival program effectiveness data collected from a southeastern public charter high school using the Community of Inquiry survey and the Cognitive, Affective, and Psychomotor (CAP) Perceived Learning Scale.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Online and Distance Education Commons, Other Education Commons
