Date of Award
Curriculum and Instruction
College of Education
Type of Degree
Dr. Lisa A. Heaton, Committee Chairperson
Dr. Ronald Childress
Dr. Edna Meisel
Dr. Brenda Tuckwiller
The purpose of this mixed methods study was to examine the differences, if any, in the perceived importance and the level of integration of high-impact practices in traditional versus online courses/programs by faculty and administrators of institutions in the Appalachian College Association. The study further identifies the perceptions of faculty and administrators regarding the importance of high-impact practices based upon selected demographics and the level of integration of high-impact practices based upon selected demographics. Finally, this study investigates the benefits and challenges experienced by educators in their attempt to incorporate high-impact practices in courses/programs and identifies other successful strategies in engaging students. Quantitative data obtained from responses to the online survey, High-Impact Practices, were compared using descriptive statistics and nonparametric tests to determine statistically significant differences. Qualitative responses were coded, sorted, and analyzed to identify emergent themes. The study had a population of 3,234 educators from member institutions of the Appalachian College Association that yielded 438 complete or partial surveys and 15 individuals participated in interviews. Findings from this study have significance to faculty, course designers, policy makers, administrators, and researchers as they seek to design courses incorporating high-impact practices proven to engage and retain students.
Internet in higher education.
Education, Higher -- Computer-assisted instruction.
Farrish, Melissa Martin, "Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning" (2018). Theses, Dissertations and Capstones. 1177.