A Delphi study: Exploring faculty perceptions of the best practices influencing student persistence in blended courses.

摘要

This Delphi study explored the instructional practices of community college faculty who were teaching blended or Web-assisted courses and how these practices influenced student persistence. The Delphi method provided qualitative data in the form of expert advice through consensus building on the instructional practices most likely to influence student persistence and success. In addition, the Delphi method produced quantitative data to help support and explain the findings through descriptive statistics. Findings were based on the collective opinions and perceptions of an expert panel of 16 faculty, full-time and adjunct professors, teaching Web-assisted courses at a southeastern community college. Three rounds of data collection were undertaken through a Web-based survey. The first result of this study was the identification of the six best practices of instruction in the Delphi panel's Web-assisted courses. The second result of this study was the identification of the 14 desired outcomes in the panel's Web-assisted courses. These outcomes were connected to the Delphi panel's list of six best practices of instruction to illustrate the anticipated result of using each best practice. The third result of this study was the identification of the five best practices helping students persist through course completion in Web-assisted courses. The five best practices influencing student persistence that emanated from this study were (1) Provide clear and concise course policies and guidelines; (2) Provide clear and ongoing expectations and instructions; (3) Provide clear, prompt feedback on questions, assignments, and grades; (4) Provide relevant content and resources; (5) Provide opportunities for independent student learning;From the third result, the Delphi panel's list of best practices influencing student persistence was juxtaposed against the literature findings on quality instructional practices by Chickering and Gamson in 1987 and success factors by Tinto in 2001 to build a theoretical framework for faculty seeking to help students succeed in blended, Web-assisted, and hybrid courses. This framework can be used to help faculty design and instruct their blended courses. It can also be used as a starting point in discussions for the development of a hybrid model and for shaping institutional policy.