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The Impact of Blended Learning on Social Presence, Cognitive Presence, Teaching Presence, and Perceived Learning

机译：混合学习对社会存在，认知存在，教学存在和感知学习的影响

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摘要

The quantitative study examined how blended learning influences high school learners' social presence, cognitive presence, teacher presence, and perceived learning in comparison to online instruction. The study answered the following research questions: (a) Do differences exist among the social presence, cognitive presence, and teaching presence of high school students enrolled in a blended course as compared to those enrolled in an online course? (b) Does a difference exist between perceived learning of high school students enrolled in a blended course as compared to that of those enrolled in an online course? The researcher used a causal-comparative research design and tested the hypotheses with a multivariate analysis of covariance (MANCOVA) and an analysis of covariance (ANCOVA). Data used for analysis will be acquired from archival program effectiveness data collected from a southeastern public charter high school using the Community of Inquiry survey and the Cognitive, Affective, and Psychomotor (CAP) Perceived Learning Scale.
机译：定量研究检查了混合学习与在线教学相比如何影响高中生的社交，认知，老师和感知学习。该研究回答了以下研究问题：（a）与在线课程相比，参加混合课程的高中生在社交，认知和教学方面是否存在差异？ （b）参加混合课程的高中生与在线课程的高中生的感知学习之间是否存在差异？研究人员使用因果比较研究设计，并通过协方差的多变量分析（MANCOVA）和协方差的分析（ANCOVA）检验了假设。将使用“社区调查”和认知，情感和心理运动（CAP）感知学习量表，从东南公立特许高中收集的档案计划有效性数据中获取用于分析的数据。

著录项

  • 作者

    Harrell, Kyleigh Blackwell.;

  • 作者单位

    Liberty University.;

  • 授予单位 Liberty University.;
  • 学科 Educational technology.;Secondary education.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 120 p.
  • 总页数 120
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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