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Comparing Perceptions of Effectiveness of On-Campus and Hybrid PhD Program Options
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Dorie, Amy; Jablon-Roberts, Sara; McCracken, Arienne; Sadachar, Amrut; Shane-Nichols, Amy; Fiore, Ann Marie; Curwood, Sandra – International Journal on E-Learning, 2021
The growing number of online and hybrid graduate programs and their particular relevance to older female students suggests the salience of hybrid education for female-dominated degrees such as apparel merchandising and design (AMD). The current study reports on the initial iteration of an action research assessment of the hybrid option of an AMD…
Descriptors: Program Effectiveness, Blended Learning, Conventional Instruction, Doctoral Programs
Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis
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Cherry, Lance; Blackinton, Mary – Quarterly Review of Distance Education, 2017
There is a dearth of literature in physical therapy education regarding factors students believe to influence success, and little to no literature describing such beliefs related to hybrid education in the health professions or specific to physical therapy. The overarching purpose of this investigation was to determine students' perceptions of…
Descriptors: Q Methodology, Physical Therapy, Allied Health Occupations Education, Success
The Perceived Value and Efficacy of Traditional Face-to-Face versus Hybrid Methods of Clinical Instruction among Physical Therapy Educators and Students in Doctoral Level Programs: A Qualitative Case Study
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Eddow, Christine – ProQuest LLC, 2017
Physical therapy is a branch of healthcare that has advanced from an ancillary support role to an autonomous doctoral level profession in only two decades. Enrollment in physical therapy programs is increasing while resources and program length remain limited, leaving academic leaders challenged to identify instructional methods to manage…
Descriptors: Physical Therapy, Allied Health Occupations Education, Doctoral Programs, Blended Learning
Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy
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Egbert, Jessica Dalby; Gomez, Frank; Li, Wenling; Pennington, Sandra L. – International Journal of Web-Based Learning and Teaching Technologies, 2015
Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components…
Descriptors: Doctoral Programs, Graduate Students, Blended Learning, Self Efficacy
Blending Synchronous Face-to-Face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar
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Roseth, Cary; Akcaoglu, Mete; Zellner, Andrea – TechTrends: Linking Research and Practice to Improve Learning, 2013
Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer-mediated communication technologies now make new models possible, including distance learners synchronous online…
Descriptors: Electronic Learning, Distance Education, Videoconferencing, Blended Learning
Non-Cognitive Factor Relationships to Hybrid Doctoral Course Satisfaction and Self-Efficacy
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Egbert, Jessica Dalby – ProQuest LLC, 2013
Through a quantitative, non-experimental design, the studied explored non-cognitive factor relationships to hybrid doctoral course satisfaction and self-efficacy, including the differences between the online and on-campus components of the student-selected hybrid courses. Descriptive, bivariate, and multivariate statistical analyses were used to…
Descriptors: Self Efficacy, Participant Satisfaction, Doctoral Programs, Blended Learning