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Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Harrell, Kyleigh B. Wendt, Jillian L. |
| Copyright Year | 2017 |
| Abstract | This causal comparative, quantitative study examined how blended learning impacts high school learners’ community of inquiry 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 researchers tested the hypotheses for research question one with a multivariate analysis of covariance (MANCOVA) and tested the hypothesis for research question two with an analysis of covariance (ANCOVA). Data used for analysis was 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. |
| Starting Page | 501 |
| Ending Page | 508 |
| Page Count | 8 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://s3.amazonaws.com/aace-conf-media/conf/edmedia/submission/uploads/edmedia2017/paper_51243_3076.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
