Date of Award
2019
Document Type
Doctoral Research Paper
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Higher Education
First Advisor
Ryan Evely Gildersleeve, Ph.D.
Second Advisor
Michelle Tyson, Ed.D.
Third Advisor
Christine Nelson, Ph.D.
Keywords
Utilization-focused evaluation, Paramedic, Hybrid learning, Academic self-efficacy
Abstract
The purpose of this study was to conduct a utilization-focused evaluation of the paramedic hybrid learning program at Colorado Mountain College, a rural community college. The study examined the relationship between student academic self-efficacy (SASE) and learning in a hybrid program and the effect of SASE on program satisfaction. Data were collected through multiple methods, including a questionnaire of program graduates from 2014 to 2018, interviews of seven past graduates, and a focus group involving eight stakeholders. These data were carefully analyzed for accuracy and then coded for relevant elements. The findings, evaluated in relation to two guiding research questions, were presented in terms of four major elements of the program: (1) learning environment, (2) self-reliance, (3) faculty and program facilitator preparedness, and (4) prior knowledge.
Program recommendations for practice discussed SASE and learning in a hybrid program. They also discussed student satisfaction, reliance, and motivation. Nine specific recommendations were offered to the program: (1) foster intentional instructional practices, (2) promote resilience, (3) offer precourse student training, (4) improve student-instructor interaction, (5) offer faculty professional development, (6) improve instructor competence, (7) make changes to the curriculum design, (8) adjust course scheduling, (9) and improve the clinical coordination process. Recommendations for future research include identifying the specific motivational factors that interact directly with SASE in hybrid learning; addressing hybrid learning and self-efficacy from the faculty perspective; exploring what instructional elements support SASE in hybrid learning; and re-evaluating the paramedic hybrid program after program improvements have been implemented.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Recommended Citation
Connerton, Amy, "Utilization-Focused Evaluation: Exploring the Academic Self-Efficacy of Paramedic Students in a Hybrid Learning Program" (2019). Higher Education: Doctoral Research Projects. 7.
https://digitalcommons.du.edu/he_doctoral/7
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