Skip to main content
UOIT Home
Please use this identifier to cite or link to this item: http://hdl.handle.net/10155/647

Issue Date: 1-Mar-2016
Title: Examining students’ attitudes toward blended learning in adult literacy and basic skills programs
Authors: Markovich, Louise
Publisher : UOIT
Degree : Master of Arts in Education (MA)
Department : Education and Digital Technologies
Supervisor : Li, Jia
Kay, Robin
Keywords: Blended learning
Success
Individual differences
Abstract: Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance into post-secondary education. Barriers to learning that students encounter in LBS programs might be reduced through a blended learning instructional approach. Due to limited access to technology in LBS programs, little is known about attitudes of LBS students toward online learning. The purpose of this study was to investigate the attitudes of community college students at three LBS sites toward blended learning, perceived success in blended learning, and individual differences among students with respect to their attitudes toward blended learning. Over 90% of 149 LBS students (94 male, 55 female) who participated in the study agreed that they achieved success in the program; their learning needs were met through face-to-face class attendance, and they indicated that in-class communication with instructors and peers was important for learning. By comparison, 40% of students agreed that the online activities met their learning needs, and less than 25% of students agreed they could learn online effectively. Some students avoided online content due to their limited computer skills or because they viewed the content as unnecessary for course requirement. Students preferred face-to-face learning over online learning because they viewed the face-to-face format as encouraging, supportive, and collaborative. Students reported that more online learning opportunities were needed when they were not able to attend class or for support of specific learning skills. Age and time out of formal education was significantly and positively correlated with preference for face-to-face learning. Level of education was significantly, negatively correlated with preference for online learning.
Appears in Collections:Electronic Theses and Dissertations (Public)
Faculty of Education - Master Theses

Files in This Item:

File Description SizeFormat
Markovich_Louise.pdf795.48 kBAdobe PDFView/Open

Items in e-scholar@UOIT are protected by copyright, with all rights reserved, unless otherwise indicated.