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A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education" (2015)

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A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 1-1-2015 A Mixed Method Study Examining Synchronous- Enhanced Learning in Distance Education Kimberly M. Wheeler University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Educational Psychology Commons, and the Online and Distance Education Commons Scholar Commons Citation Wheeler, Kimberly M., "A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education" (2015). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/5865 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education by Kimberly M. Wheeler A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational and Psychological Studies College of Education University of South Florida Co-Major Professor: Ann Barron, Ed.D. Co-Major Professor: Kristine Hogarty, Ph.D. Colleen Kennedy, Ph.D. Steve Downey, Ph.D. Date of Approval: April 7, 2015 Keywords: Community of Inquiry, Interaction, Perceived Learning Copyright © 2015, Kimberly M. Wheeler ACKNOWLEDGMENTS I would like to thank my family, friends, and mentors for their support throughout this process. It was through the strength and encouragement of those around me that I was able to reach this goal and persist even when the greatest challenges presented themselves. I would like to thank my mom, dad, and sister, Kristen, for encouraging me to reach for my dreams and never give up. Mom and dad, you have always believed in me and taught me that I can achieve anything if I put my mind to it. Thank you for reminding me how important it is to do what you love. I want to thank you for all of the sacrifices that you have made throughout my life to help me succeed. I love you very much. Kristen, thank you for reminding me to never take life too seriously and that anything is possible. I am so fortunate to have you as my sister. I am very grateful to my friends who made sure that I kept my head up and persevered even when the goal ahead seemed unattainable. Thank you, Bryan, for keeping my spirits up and encouraging me along the way. You are an amazing person and I am very lucky to have you in my life. I would not have been able to accomplish this monumental achievement without all of your love and support. I am very grateful to my fellow instructors who assisted me with my research. Thank you, Beth and Ahmet, for generously offering your time and wisdom to support me in this venture. The task of completing this two year research project would not have been possible without each of you. I want to thank my Co-Major Professors, Dr. Ann Barron and Dr. Kristine Hogarty, who have been an incredible source of strength. Completing a dissertation without a strong Major Professor is a nearly impossible feat. I am incredibly blessed to have had the honor of working with two outstanding women who mentored me throughout this entire process. Dr. Barron and Dr. Hogarty shared their expertise to strengthen my research efforts and motivated me along the way. Accomplishing this goal would not have been possible without the years of guidance and support that both of you so generously offered me. I would like to thank my committee members, Dr. Colleen Kennedy and Dr. Steve Downey, for giving their time and sharing their experience to direct and support my efforts every step of the way. It is difficult to express my profound gratitude to each of you for all that you have done to help me succeed. I am honored to have worked with you throughout my doctoral program and during the process of completing my dissertation. I am deeply grateful to each of you for your unwavering support and guidance. TABLE OF CONTENTS List of Tables ................................................................................................................................. iv List of Figures ..................................................................................................................................v Abstract .......................................................................................................................................... vi Chapter One – Introduction and Background ..................................................................................1 The Potential of Synchronous Learning ..............................................................................3 Theoretical Framework ........................................................................................................4 6 Statement of Problem ...........................................................................................................6 Research Questions and Hypotheses ...................................................................................7 Purpose of Research Study ..................................................................................................7 Definition of Terms and Abbreviations Used in Study .......................................................8 Definition of Terms..................................................................................................8 Abbreviations .........................................................................................................11 Chapter Two – Literature Review ..................................................................................................13 Theoretical Frameworks ....................................................................................................13 Community of Inquiry (CoI) Model ......................................................................13 Teaching Presence .................................................................................................14 Social Presence ......................................................................................................15 Cognitive Presence.................................................................................................16 Moore’s (1989) Theory of Interaction ...................................................................18 Multimedia Learning Theory .................................................................................18 Synchronous and Asynchronous Distance Education Research ........................................21 Cognitive Presence, Social Presence, Teaching Presence .....................................23 Learning and Interaction ........................................................................................28 Gaps in Previous Research .................................................................................................34 Chapter Three – Method ................................................................................................................37 Research Design.................................................................................................................39 Participants .........................................................................................................................40 Setting ................................................................................................................................41 Procedures ..........................................................................................................................42 Outcome Measure Sources ................................................................................................45 Community of Inquiry (CoI) survey ......................................................................46 Student Learning ....................................................................................................47 Learner-Instructor and Learner-Learner Interaction ..............................................48 Demographic Survey .............................................................................................49 i Focus Group Interviews .........................................................................................49 Data Analysis Procedures ..................................................................................................50 Focus Group Interview Guide ................................................................................51 Pilot Study ..........................................................................................................................52 Purpose ...................................................................................................................52 Participants .............................................................................................................52 Method ...................................................................................................................53 Interview Guide .........................................................................................54 Data Analysis .........................................................................................................55 Results ....................................................................................................................56 Interviews/Thematic Analysis ...............................................................................57
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