Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning

<p>This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded. Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data. The findings of this study showed significant differences in students’ preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (< 35 years) reported stronger preference for F2F methods of instruction than older students (> 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2013

Author dc:creator

• Rotich, Philip

• Online learning
• eLearning
• Face-to-Face learning
• blended learning
• instructional approaches
• Education

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/2268

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-2592