The following is a quantitative study of the effects of hybrid course offerings on student sense of belonging and satisfaction at a commuter campus. The study employed the following independent variables: gender, age, race, class standing, GPA (which was self-reported), marital status, number of children, employment status, number of hours worked per week, number of hybrid courses taken, and 2 dependent variables (sense of belonging and satisfaction). The study found no significant difference in sense of belonging and satisfaction among students in either the hybrid or face-to-face modalities. Other findings found that students with children exhibited a negative relationship between number of children and perceived faculty support/comfort as well as a negative relationship was between number of children and perceived classroom comfort in both hybrid and face-to-face modalities. This study also includes recommendations for additional studies to explore possible interventions to increase students sense of belonging and satisfaction.
Library of Congress Subject Headings
Dissertations (EdD) -- Learning technologies; Blended learning; Motivation in education -- Evaluation; College students -- Attitudes
Date of Award
Graduate School of Education and Psychology
Costello, Ronald J., "Sense of belonging in cyberspace: examining the impact of hybrid courses on student persistence" (2015). Theses and Dissertations. 587.