Show simple item record

dc.contributor.authorLucas, Brittany Joiner
dc.date.accessioned2016-10-26T04:30:24Z
dc.date.available2016-10-26T04:30:24Z
dc.date.issued2016-05
dc.identifier.otherlucas_brittany_j_201605_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/lucas_brittany_j_201605_phd
dc.identifier.urihttp://hdl.handle.net/10724/36243
dc.description.abstractThe purpose of this exploratory research study was to determine the influence of student characteristics (age, gender, race) and students’ “identification with academics” on perceptions of classroom dynamics in an online or face-to-face remedial education course. The study used two survey instruments: the recently redesigned Classroom Dynamics Questionnaire and the Identification with Academics Scale. The participants included adult learners enrolled in a face-to-face or online remedial education course offered by a two-year technical college in Georgia. Bivariate, omnibus, and multiple regression analyses were conducted in order to determine the best explanation for observed variances in the four dimensions of classroom dynamics: teacher respect for students, student confidence in the teacher’s ability, learner voice, and learner cohesion in the classroom. However, due to high multicollinearity discovered in the predictor variables, a multiple regression analyses was performed in order to create the CDQ- Composite variable. Analyses revealed that age, ethnicity, and online instruction accounted for a small percentage of variances in the four dimensions of classroom dynamics. According to the findings, instructional delivery methods and demographic variables had no predictive power in face-to-face or online students’ classroom perceptions. These variables were modest predictors of student perceptions of classroom dynamics. Identification with academics was a significant predictor for two dimensions of classroom dynamics— teacher ability and teacher respect—and the CDQ-Composite.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAdult education, Classroom dynamics, Developmental studies, Classroom Dynamics Questionnaire, Identification with academics, Instructional delivery method, Online classes, Social climate, Two-year colleges
dc.titlePerceptions of classroom dynamics and identification with academics in online and face-to-face remedial classrooms in two year colleges
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorAdult Education
dc.description.advisorKaren E. Watkins
dc.description.committeeKaren E. Watkins
dc.description.committeeIn Heok Lee
dc.description.committeeTalmadge Guy


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record