The Impact of Blended Learning on Social Presence, Cognitive Presence, Teaching Presence, and Perceived Learnin

The quantitative study examined how blended learning influences high school learners' social presence, cognitive presence, teacher presence, and perceived learning in comparison to online instruction. The study answered the following research questions: (a) Do differences exist among the social presence, cognitive presence, and teaching presence of high school students enrolled in a blended course as compared to those enrolled in an online course? (b) Does a difference exist between perceived learning of high school students enrolled in a blended course as compared to that of those enrolled in an online course? The researcher used a causal-comparative research design and tested the hypotheses with a multivariate analysis of covariance (MANCOVA) and an analysis of covariance (ANCOVA). Data used for analysis will be acquired from archival program effectiveness data collected from a southeastern public charter high school using the Community of Inquiry survey and the Cognitive, Affective, and Psychomotor (CAP) Perceived Learning Scale.