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Instructional strategies for face-to-face, Internet-based, and hybrid education: An action oriented case study

, Fielding Graduate University, United States

Fielding Graduate University . Awarded


With the advent of the Internet and the rapid growth of educational software, high schools are applying new instructional strategies with their students, including online and hybrid education. Hybrid education combines face-to-face encounters with online methods; students attend classroom sessions with their teachers and peers, and they engage with a web-based learning environment. This dissertation reflects the action oriented process for improving the quality of hybrid education at Hybrid High School (HHS), a private school with about 240 students. The initial development of this action research was by the school administrators and teachers, and this dissertation represents a more focused effort to gather input from the students and parents who were associated with HHS. Specifically, students parents, and faculty offered their perceptions about the benefits and challenges of hybrid education, and they provided recommendations for making pedagogical improvements. This dissertation reports the analysis of these perceptions for themes. Standardized testing also informed this study with outcome data, and the results revealed that at the time of this study, HHS students scored similarly to state or national averages in English, Reading, and Science, yet they scored significantly lower on Math. Recommendations from students and parents have been added to the next phase of this school improvement process, and the action research will continue.

Key Words: Internet, high schools, online, hybrid, education, private school, action research, pedagogical improvements


Naffziger, L.B. Instructional strategies for face-to-face, Internet-based, and hybrid education: An action oriented case study. Ph.D. thesis, Fielding Graduate University. Retrieved October 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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