A study of student engagement and the factors that contribute to students' use of blended learning technologies
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Authors
Florer, Timothy
Issue Date
2013-12-09
Volume
Issue
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
Blended learning is an instructional method that blends both face-to-face and online learning. Oliver and Trigwell (2005) stated that while the use of blended learning has expanded greatly, it is not well understood in higher education. The purpose of this descriptive quantitative study at a Midwest university was to determine how student engagement factors predict the use of blended learning technologies in a blended learning program. The primary research instruments used were: The National Survey of Student Engagement and a technologies use survey based on the Unified Theory of the Acceptance and Use of Technology model. It was determined in this study that student engagement was a significant predictor in the use of blended learning technologies (F=6.14, p<.05). The level of academic challenge was the one student engagement factor out of four factors in the NSSE survey that significantly predicted students’ use of blended learning software (eCollege) at the university studied (F = 6.20, p = .0134, p < .05). The findings in this study may support the development of future blended learning pedagogies, instructional design, and teaching methods. This study may also be beneficial to college and university leaders considering blended learning in improving student engagement, learning, retention, and financial results.
Description
Citation
Publisher
Creighton University
License
Copyright is retained by the Author.
A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.
Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.
Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.