Date of Award
11-1-2017
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Anastasia D’Angelo, Ph.D.
Third Advisor
Quincey Daniels, Ph.D.
Abstract
This research study was completed to explore the perceptions of teachers who have experienced online and hybrid teaching platforms in the United States. The purpose of the study focused on the satisfaction and success of students from the viewpoint of the teacher. Social Interdependence Theory, and Social Constructivist provided the theoretical framework for the study. The theories guiding the study include the Collaborative Learning Theory and Developmental Learning Theory. The research utilized interviews, focus groups, and questionnaires. Eight certified teachers participated in the study where they shared their experiences and perceptions on student success and satisfaction for online courses. Data gathered from the study were evaluated through NVivo software where it was coded and charted by theme. Information gathered from the interview and focus group process was also organized by theme to be analyzed. Results indicated that teachers who have taught both in the online and hybrid setting believe that hybrid classroom opportunities produce a higher satisfaction and success rate for students. Common themes from the study demonstrated that more accountability, collaboration, and interaction were benefits of the hybrid model over the online only model of education. Future class designers, students, teachers, and administrators can employ the implications from this research to improve student success in online education.