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Transition to a blended learning env...

Harig, Curt R.

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Transition to a blended learning environment for joint Special Operations education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transition to a blended learning environment for joint Special Operations education./
Author:	Harig, Curt R.
Description:	136 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700902
ISBN:	9781321711424

Transition to a blended learning environment for joint Special Operations education.
Harig, Curt R.

Transition to a blended learning environment for joint Special Operations education. - 136 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (D.Ed.)--Capella University, 2015.

This action research study was to determine the effectiveness of implementing blended learning methodologies into traditional face to face courses for Special Operations Forces ("SOF") students and intentions of the research site's faculty members to use information technology. The study included student perceptions and assessments of the online learning environment and faculty perceptions on ease of use, usability, and intentions to incorporate blended learning into their course. The study took place at a military corporate model university, a small military university that is subordinate to a major command, responsible for providing higher education to "SOF" professionals. Students responded to an online questionnaire concerning various aspects of the blended learning environment and the quality of the education they received. Faculty members responded to an online questionnaire indicating levels of experience with distance learning, perceptions on the ease of use and usability of the distance learning management system, and intentions to use technology. Faculty members also participated in informal interviews to further assess perceptions of information technology in the educational experience. This study involved asking students to rate the distance learning portion of their resident course and whether it had enhanced the educational experience. This study discovered that the implementation of a blended learning environment enhanced the educational experience for students and faculty members supported the incorporation of information technology in their course.

ISBN: 9781321711424Subjects--Topical Terms:

543202
Adult education.

Transition to a blended learning environment for joint Special Operations education.
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245 1 0 $a Transition to a blended learning environment for joint Special Operations education.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Christine Jax.
502 $a Thesis (D.Ed.)--Capella University, 2015.
520 $a This action research study was to determine the effectiveness of implementing blended learning methodologies into traditional face to face courses for Special Operations Forces ("SOF") students and intentions of the research site's faculty members to use information technology. The study included student perceptions and assessments of the online learning environment and faculty perceptions on ease of use, usability, and intentions to incorporate blended learning into their course. The study took place at a military corporate model university, a small military university that is subordinate to a major command, responsible for providing higher education to "SOF" professionals. Students responded to an online questionnaire concerning various aspects of the blended learning environment and the quality of the education they received. Faculty members responded to an online questionnaire indicating levels of experience with distance learning, perceptions on the ease of use and usability of the distance learning management system, and intentions to use technology. Faculty members also participated in informal interviews to further assess perceptions of information technology in the educational experience. This study involved asking students to rate the distance learning portion of their resident course and whether it had enhanced the educational experience. This study discovered that the implementation of a blended learning environment enhanced the educational experience for students and faculty members supported the incorporation of information technology in their course.
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