Lisa Manross




School of Education


Doctor of Education (EdD)


Billie J. Holubz


Blended Learning. Educational Technology, Innovative Teaching, Middle School Teachers, New Teaching Styles, Teacher Transitions


Curriculum and Instruction | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Educational Methods


The purpose of this phenomenological study was to explore the shared experiences of teachers going from a face-to-face traditional teaching model (FTFM) to a blended learning model (BLM) in a middle school setting in the southeastern United States. The theory, which guided this study was Schlossberg’s (1981, 2011) Transition Theory. Within the study, one central question and four sub-questions were used to guide the study. The research questions focused on middle school teachers’ experiences, as they implemented a BLM of instruction. To address these questions, data collection included individual interviews, a focus group, and a blogging activity. Using Moustakas’ (1994) procedures of analysis of data, techniques such as bracketing, horzonalization, clusters of meaning and identifying textural and structural descriptions led to an overall composite description of the essence of the phenomenon. Findings from this study revealed that teachers recognized a shift in their roles from lecturer to facilitator and expressed self-efficacy played a role in a successful transition. Teachers described professional development as beneficial; however, it was not the deciding factor in the shift to a BLM but reliance on peers for new teaching strategies, emotional support, and shared knowledge contributed to the shift in teacher practice. Finally, teachers indicated that blended learning was a new concept and they needed more opportunities to devise new strategies through observing colleagues, engaging in collaboration and reflection, and time to research new teaching methods. Keywords: blended learning, blended learning model, hybrid learning, online learning, self-directed learning