Date Available

4-12-2015

Year of Publication

2015

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Communication and Information

Department/School/Program

Communication

Advisor

Dr. Deanna Sellnow

Abstract

The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybrid sections was conducted. This study also examined affect for course delivery format for students enrolled in traditional F2F compared to hybrid sections. Ultimately, two important conclusions were drawn from this analysis. First, hybrid courses are a viable instructional modality for delivering the basic communication course. Second, students are satisfied with aspects of both F2F and blended course modalities. More specifically, each course delivery format has strengths and weaknesses and instructors, students, and university administrators share responsibility for course and student success.

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