blended learning, hybrid, online
The goal of this research was to better understand blended learning at the University of Central Florida (UCF). The investigator examined blended learning from the institutional, faculty, and student perspectives in an attempt to capture the complexities of this learning environment. For the institutional perspective, models emerged that were critical to the development of UCF's initiative and ongoing support of both fully online and blended courses. The individual faculty perspective outlined unique characteristics of one blended course, HFT4932 - Exploring Wines of the World. The professor explained his/her choices and reasons for an instructional model as well as why the blended format was selected. The student perspective indexed student attitudes toward blended classes at UCF. Students continued to report high overall satisfaction with blended courses as well as high levels of quality interaction among students and with faculty. However, there continued to be a downward trend in satisfaction levels with younger generations of students. Students still reported convenience and flexibility as their primary reasons for taking blended courses. Many students viewed the blended format as a way to become active participants in their learning thereby developing new learning skills. Infrequently, technology difficulties were reported. Challenges for students were time management and poor course organization. Web-based instructional delivery is still relatively new with a growing need for models that provide guidelines and strategies for instructors. The investigator suggests the possibility that this study serve as a model for a blended learning assessment for other institutions.
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Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology, and Leadership
Curriculum and Instruction
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Futch, Linda, "A Study Of Blended Learning At A Metropolitan Research University" (2005). Electronic Theses and Dissertations, 2004-2019. 554.