Document Outline - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

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Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex Pdf ko'rish
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Bog'liq диссер англDocument Outline - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex
- Certification of Approval
- Abstract
- Acknowledgements
- Table of Contents
- List of Tables
- List of Figures
- List of Appendices
- Chapter 1: Introduction
- Problem Statement
- Purpose of the Study
- Research Questions and Latent Hypotheses
- Definitions of Constructs
- Educational Technology
- Online Learning
- Blended or Hybrid Learning
- HyFlex Learning
- Equity
- Minoritized Students
- Significance of the Study
- Positionality
- Theoretical Framework
- Chapter 2: Literature Review
- HyFlex Learning Model Explained
- HyFlex Guiding Principles
- HyFlex in the Empirical Literature
- Characteristics of Community College Students
- Indigeneity and Indigenization of Education
- Decolonizing Education Through Critical Consciousness
- Chapter 3: Methods
- Phenomenological Methodology
- Research Questions
- Research Design Overview
- Setting
- Participant Selection
- Ethics and Protection of Human Participants
- Data Collection Procedures
- Data Analysis
- Methodological Integrity
- Supplemental Supports to Strengthen the Study’s Claims
- Participants
- Inclusion/Exclusion Criteria
- Overview of Participant Demographics
- Significance of the Study
- Internal and External Validity
- Dependability
- Credibility
- Truthfulness
- Ethical Considerations
- Role of the Researcher
- Summary
- Chapter 4: Findings
- Data Analysis and Instrumentation
- Data Analysis and Identifying Themes: A Six-Step Process
- Participant Profiles
- Participant: Becky (Pseudonym)
- Participant: Isabel (Pseudonym)
- Participant: James (Pseudonym)
- Participant: Josephine (Pseudonym)
- Participant: Kate (Pseudonym)
- Participant: Lorena (Pseudonym)
- Participant: Lyle (Pseudonym)
- Participant: Robbie (Pseudonym)
- Participant: Vasiliki (Pseudonym)
- Participant: Winona (Pseudonym)
- Thematic Findings and Results
- Summary
- Chapter 5: Discussion
- Connection to Literature
- Discussion of Findings
- Subquestions
- Overarching Research Question
- Subquestion 1
- Subquestion 2
- Subquestion 3
- Subquestion 4
- Implications of the Findings for Practice
- Implications of the Findings for Leadership
- Recommendations
- Recommendations for Faculty
- Policy Recommendations
- Policy Recommendation 1: Systemwide Standard HyFlex Definition. To ensure consistent quality in the HyFlex experiences for CCC students, it is critical the CCC adopt a policy establishing a common definition for what constitutes HyFlex teaching and le...
- Policy Recommendation 2: Matriculation HyFlex Codes. The invention of the internet and its rapid growth created new possibilities for teaching and learning. As the internet became more ubiquitous and powerful and users savvier, online and hybrid (blen...
- Policy Recommendation 3: Faculty Professional Development. Faculty play a critical role in any learning environment, and HyFlex is not the exception. The faculty role is essential for the success of a quality HyFlex program. A statewide policy mandati...
- Policy Recommendation 4: HyFlex Student Support and Services. Other key elements in every learning environment are the support services that envelop the educational experience. Creating an effective HyFlex learning environment requires that students h...
- Recommendations for Students
- Limitations of the Study
- Recommendations for Further Research
- References
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