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Dissertation/Thesis Abstract

Using Diffusion of Innovation Theory to Examine the Perceived Attributes of Blended Learning: A Survey of Teachers and Administrators in PreK–12 Schools
by Stark, Brett F., Ed.D., Shippensburg University, 2018, 166; 13425588
Abstract (Summary)

This quantitative dissertation sought to examine the perceived attributes of blended learning. Rogers’ (2003) diffusion of innovation (DOI) theory has been heavily researched and provided a robust theoretical framework from which to examine the adoption of the blended-learning instructional model. The DOI framework has been established as an essential theory that explains and predicts adoption patterns of innovations. This dissertation examined DOI’s five perceived attributes of blended learning from the perspective of teachers and administrators.

This dissertation examined the responses of 288 teachers and administrators across a variety of content areas and all grade levels. Findings from the survey revealed that the perceived attributes relative advantage, compatibility, usability, result demonstrability, and trialability had the most influence on perceptions of blended learning. Administrators presented more knowledge of blended learning compared to teachers. A limited amount of background characteristics of adopters (age, gender, teaching experience, and grade level) influenced perceptions of blended learning (p < .05). Last, controllable variables such as level of technology skills of the adopter, the ratio of devices per student, and the level of familiarity with blended learning significantly influenced perceptions of blended learning (p < .05).

Scaling a blended-learning initiative has been documented as a significant challenge in K–12 education. By examining the factors that influence adoption of blended learning, educational leaders will be better equipped to meet the needs of teachers and increase rates of adoption. These data assist school leaders by offering a starting point in understanding teacher readiness to adopt blended learning.

Indexing (document details)
Advisor: Dreon, Oliver
Commitee: Fowler, Gerald, Ward, John
School: Shippensburg University
Department: Educational Leadership and Special Education
School Location: United States -- Pennsylvania
Source: DAI 81/11(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Blended learning, Diffusion of innovation, Perceived attributes, Survey, Technology
Publication Number: 13425588
ISBN: 9798644900596
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