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Student Outcomes in Traditional, Hyb...

Sewell, Thomas Ray.

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Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs./
Author:	Sewell, Thomas Ray.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10290023
ISBN:	9781369322736

Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs.
Sewell, Thomas Ray.

Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 115 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--East Tennessee State University, 2016.

The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well.

ISBN: 9781369322736Subjects--Topical Terms:

529436
Educational leadership.

Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs.
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100 1 $a Sewell, Thomas Ray. $3 3343883
245 1 0 $a Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
502 $a Thesis (Ed.D.)--East Tennessee State University, 2016.
520 $a The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well.
520 $a The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study.
520 $a Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions' student outcomes.
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