An Exploration of How Interpersonal Relationship Development Between Undergraduate Learners and Instructors Impacts Student Engagement Within a Post-Secondary, Blended Delivery Environment

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atmire.migration.oldid1837
dc.contributor.advisorKawalilak, Colleen
dc.contributor.authorPeacock, Melanie Jessica
dc.date.accessioned2014-01-27T20:11:27Z
dc.date.available2014-03-15T07:00:19Z
dc.date.issued2014-01-27
dc.date.submitted2014en
dc.description.abstractToday’s dynamic educational landscape challenges post-secondary institutions to create engaging learning opportunities that meet a diversity of demands. In response to diverse requirements, including enhanced utilization of resources such as time and space, blended delivering curricula play an important role within post-secondary institutions and increased use of this pedagogy is anticipated. Blended delivery is a combination of face-to-face and online activities to create a distinct learning environment, thereby presenting increased choices and challenges to adult learners, instructors, and post-secondary institutions. While acknowledging the complexities within the educational landscape, scholarly research has endorsed the criticality of interpersonal relationship development between adult learners and instructors. Yet, little attention has been afforded to this important element within a post-secondary, undergraduate, blended delivery environment. To address this gap, this study explored adult learners’ and instructors’ experiences of interpersonal relationship development within a post-secondary, undergraduate, blended delivery learning environment and the impact of these relationship elements and dynamics on student engagement. Informed by social interdependence theory this qualitative research drew upon interpretive phenomenology. Through twelve interviews and explication of data, participants’ collective experiences were revealed which highlighted synergies that could be created through intersections between interpersonal relationship development themes of foundation, conversation, mutuality, and independence, which in turn, promoted deeper student engagement. Synergistic interpersonal elements and dynamics between adult learners and instructors illuminated how learning processes and interpersonal exchanges could be enacted to enhance student engagement in a post-secondary, undergraduate, blended delivery environment, thereby providing considerations for enhancing educational praxis. Opportunities to further explore and enhance critical interpersonal facets between adult learners and instructors within post-secondary, undergraduate, blended delivery environments were also identified from this study.en_US
dc.identifier.citationPeacock, M. J. (2014). An Exploration of How Interpersonal Relationship Development Between Undergraduate Learners and Instructors Impacts Student Engagement Within a Post-Secondary, Blended Delivery Environment (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24893en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24893
dc.identifier.urihttp://hdl.handle.net/11023/1290
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Adult and Continuing
dc.subject.classificationBlendeden_US
dc.subject.classificationDeliveryen_US
dc.subject.classificationUndergraduateen_US
dc.subject.classificationLearnersen_US
dc.subject.classificationengagementen_US
dc.titleAn Exploration of How Interpersonal Relationship Development Between Undergraduate Learners and Instructors Impacts Student Engagement Within a Post-Secondary, Blended Delivery Environment
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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