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    COMPARING STUDENTS’ LEARNING OUTCOMES AND SATISFACTION IN ONLINE, HYBRID AND FACE-TO-FACE EDUCATION COURSES

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    Bailey_temple_0225E_14160.pdf
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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Bailey, Lori cc
    Advisor
    DuCette, Joseph P.
    Committee member
    Gross, Steven Jay
    Shapiro, Joan Poliner
    Stull, Judith C., 1944-
    Department
    Educational Administration
    Subject
    Educational Technology
    Educational Administration
    Higher Education
    Distance Learning
    Student Outcomes
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/292
    
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    DOI
    http://dx.doi.org/10.34944/dspace/276
    Abstract
    The this study examined courses taught within a single College of Education over six semeters to compare face-to-face, hybrid, and online instructional methods as related to student achievement, persistence, and satisfaction. Additionally, a comparison of key student characteristics including sex, race/ethnicity, and residency status was conducted. This study extends the existing literature supporting “no meaningful significant difference” between instructional delivery methods by specifically focusing on courses of similar curriculum as offered within the specific discipline of educational studies. The results reinforce that administrators and instructors should continue to expand access to courses through the flexibility of online and hybrid learning. However, as programs expand their course offerings, further investigation is warranted into the barriers to hybrid and online learning for certain groups of educational studies students within this institution, including women, Asians, and out-of-state residents.
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