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dc.contributor.advisorDuCette, Joseph P.
dc.creatorBailey, Lori
dc.date.accessioned2020-08-25T19:56:18Z
dc.date.available2020-08-25T19:56:18Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12613/292
dc.description.abstractThe 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.
dc.format.extent133 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Technology
dc.subjectEducational Administration
dc.subjectHigher Education
dc.subjectDistance Learning
dc.subjectStudent Outcomes
dc.titleCOMPARING STUDENTS’ LEARNING OUTCOMES AND SATISFACTION IN ONLINE, HYBRID AND FACE-TO-FACE EDUCATION COURSES
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberGross, Steven Jay
dc.contributor.committeememberShapiro, Joan Poliner
dc.contributor.committeememberStull, Judith C., 1944-
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/276
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
dc.identifier.proqst14160
dc.creator.orcid0000-0002-9150-5623
dc.date.updated2020-08-18T19:04:57Z
refterms.dateFOA2020-08-25T19:56:19Z
dc.identifier.filenameBailey_temple_0225E_14160.pdf


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