Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management.
The purpose of this qualitative study is to gain insight regarding teacher perceptions, experiences, and recommendations regarding transitioning from teaching in a face-to-face classroom environment to blended learning. The theoretical frameworks that form the basis for this research include the Community of Inquiry (CoI), Technology Acceptance Model (TAM), Concerns Based Adoption Model (CBAM), and Disruptive Innovation Theory. Hence, this research is based on diverse frameworks to incorporate those that focus on the change process along with frameworks that address online learning for instruction. Through administering background surveys, in-depth participant interviews, review of course design, and time-ordered matrices of syllabi, triangulation of data was used to provide “convergence of evidence” (Yin, 2009, p. 117).
The research focus on in-depth interviews yielded the opportunity to learn details of the blended course teachers’ experiences from their point of view. By shedding light on teacher perceptions and experiences while transitioning to blended learning, this study sought to inform how teachers may approach this journey and how districts/Board of Cooperative Educational Services (BOCES) may better assist them. Ultimately, this may inform educators of research-based approaches to provide effective blended learning instruction regarding academic, personal, and social skills.
This study showed that high school blended learning teachers enjoyed having the opportunity to meet with their peers to share their ideas and learning strategies. They take pride in coming up with new and improved ways to assist their students in learning. Hence, this will provide more student engagement opportunities.
Furthermore, high school blended learning teachers may gain additional ideas from attending conferences and workshops. Although this does cost money and result in reduced teacher time in the classroom, based on teacher willingness and perceptions, the benefits in attending are very valuable. The teachers are able to learn about diverse areas of blended learning through attending sessions and networking. Ultimately, this will provide greater options for student learning in blended learning environments.
|Commitee:||Lawson, Hal, Wagner, Alan|
|School:||State University of New York at Albany|
|Department:||Education Theory and Practice|
|School Location:||United States -- New York|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Keywords:||Blended learning, Disruptive innovation, High school, Student engagement, Teacher perceptions, Virtual learning|
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