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Dissertation
An intrinsic exploratory case study: instructors' and graduate students' perceptions of community engagement quality factors within a selected hybrid program at a private university
Doctor of Education (Ed.D.), Drexel University
Aug 2014
DOI:
https://doi.org/10.17918/etd-6044
Abstract
This mixed methods exploratory single case study examined instructors' and graduate students' perceptions of the factors that support high quality student engagement in hybrid learning communities in selected doctoral courses at a private university. The purpose of this study was to analyze the graduate student and instructor perceptions of the factors that support high quality student engagement in hybrid learning communities so that a framework for high quality student engagement could be developed. The literature review was designed to review the faculty and student perceptions of the online learning constructs within the engagement theory. These constructs are connected to the quality components of online learning, and the perceptions reflect both student and instructor perceptions of quality. The study showed that instructors and students within the hybrid-learning environment positively perceived the components connected to a quality fully online learning environment. Moreover, the study showed that team building to create a cohesive positive cohort was paramount for students' perceptions of their program. Lastly, the study showed that the role of the instructor was at times constrained in the course due to the pre-loaded content and the role of the student required more ownership to engage the content.
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Details
- Title
- An intrinsic exploratory case study
- Creators
- Samantha C. Mercanti-Anthony - DU
- Contributors
- Deanna Hill (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6044; 991014632608104721