Date

12-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Harvey L Klamm

Keywords

Blended Learning, Hybrid Learning, Online Learning, Technology, Enhanced Learning

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Online and Distance Education | Other Education

Abstract

The purpose of this collective case study was to understand the transitional experiences of first time instructors, teaching a blended learning course at three separate high school sites. Blended learning is defined as inquiry that combines both face-to-face and online modalities (Halverson, Graham, Spring, & Drysdale, 2012). This unique merger between both traditional face-to-face instruction and innovative online learning creates transition and change experiences for instructors as they adapt their practice to satisfy the requirements of the blended learning environment (Guskey, 1986). Data collected through individual interviews, reflective journals, observations, and a culminating focus group interview examined these experiences in search of the successes and challenges encountered by instructors new to blended learning. The findings included five broad themes related to change, uncertainty, technology, collaboration, and student-centered pedagogy. The participants grappled with change in both concrete and personal ways as they journeyed through a unique change process that transformed their instruction, their interactions with students, and ultimately their pedagogy about learning. The participants struggled with feelings of uncertainty connected with the many changes they experienced. The use of technology as well as collaboration were integral components of the participants’ experience with blended learning.

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