Date of Award

2024

Degree Type

Open Access Dissertation

Degree Name

Information Systems and Technology, PhD

Program

Center for Information Systems and Technology

Advisor/Supervisor/Committee Chair

Itamar Shabtai

Dissertation or Thesis Committee Member

June Hilton

Dissertation or Thesis Committee Member

Chinazunwa Uwaoma

Dissertation or Thesis Committee Member

Chinazunwa Uwaoma

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.

Rights Information

© 2024 Clement C Aladi

Keywords

Blended Learning, Curriculum, Curriculum Flexibility, e-learning, Higher education, Technology Affordance

Subject Categories

Science and Technology Studies

Abstract

This dissertation explores technological affordances in blended learning, their influence on the flexibility of statistics and data science curricula, and students' satisfaction with learning. While blended learning is often perceived as a flexible learning approach, its correlation with flexibility lacks substantial evidence in existing literature. This study contends that technological affordances significantly impact curriculum flexibility in blended learning, an aspect currently underrepresented in blended learning educational literature. Drawing on the theoretical frameworks of Technology Affordance and Constraint Theory (TACT) and Technological, Pedagogical, and Content Knowledge (TPACK), this research investigated six hypotheses to elucidate how technological affordances and the teacher's technology content knowledge influence flexibility in statistics and data science curricula and student satisfaction with learning within blended learning environments. Findings indicate that students' perceptions of affordances of bi-directionality, synchronicity, and user control wield a significant and strong influence on curriculum flexibility and satisfaction with technologies in blended learning. Additionally, the study highlights that curriculum flexibility strongly impacts student satisfaction, while the technology content knowledge of the teacher does not significantly affect curriculum flexibility but does impact students' satisfaction. These findings emphasize that technology transcends mere delivery tools; it serves as an integral component in the design of blended learning curricula

ISBN

9798382551647

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