Blended learning, student self efficacy and faculty an interpretative phenomenological analysis

Abstract

This thesis explored whether a link exists between blended learning and student self efficacy for community college students, as perceived by faculty teaching blended courses at these institutions. Several previous studies investigated aspects of this topic, but these studies focused on gains in student learning; whether or not students liked blended learning; or whether or not faculty viewed blended learning as achieving learning goals. While some of the research clearly indicated that blended learning results in learning gains that are at least comparable to traditional face-to-face and online learning environments, faculty opinion of blended learning's benefits was often inconsistent with these results, and some faculty have expressed less than favorable opinions of blended learning. The current study examined Bandura's theory of self efficacy, using Vygotsky's constructivism and Dede's online theory (which includes blended learning) as theories that support Bandura's theoretical foundation, to determine whether faculty found that blended learning increased student self efficacy. The analysis of faculty perception was explored through interpretative phenomenological analysis as a qualitative prism of faculty opinion. The study revealed that faculty believed students were not adequately prepared for blended learning; that student and faculty engagement, subjects taught, and faculty support were critical factors in student self efficacy and course success; and that students and faculty often found blended learning required the most effort of any course delivery mechanism. The growing use of blended learning in postsecondary education suggests student and faculty engagement should be considered when preparing coursework and student participation orientation.