From access to equity : student and instructor perspectives of ITV instruction
This mixed-methods grounded theory study examined student and faculty perceptions of engagement in Interactive Television (ITV) courses. The quantitative data included a Qualtrics survey comprised of both quantitative and open-ended questions. Survey participants consisted of students (n = 442) and faculty (n = 99) with previous ITV experience. Quantitative data were analyzed using principal axis factor analysis, Independent t-test, and ANOVA. Qualitative data consisted of student personal interviews (n = 22), a student focus group (n = 1), faculty personal interviews (n = 10), and faculty focus groups (n = 2). Participants consisted of students and faculty at two regional higher learning institutions who had taken or taught ITV courses. Quantitative factor analysis identified three engagement themes: dialogic interaction, autonomous interaction, and interpersonal interaction. Significant differences were noted between student and faculty perceptions on all three factors. Faculty rated levels of dialogic and autonomous interaction lower than students, while students reported lower levels of interpersonal interaction. Qualitative data revealed that students attribute lower dialogic and autonomous interactions to reduced interpersonal interactions within the ITV classroom. A simple three-factor model of student engagement in quantitative analysis, became a model of three factors driven by one prominent factor-interpersonal interaction.
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