A Mixed Methods Study of Teacher Concerns Toward the Implementation of Blended Learning PDF Download
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Author: Melissa Dandy Walker
Publisher:
ISBN:
Category : Blended learning
Languages : en
Pages : 194
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Book Description
This mixed-methods study examined the behaviors and concerns of K-12 teachers in Georgia undergoing the transformational change of implementing blended learning in the classroom. A sample of 106 full-time Georgia K-12 teachers' concerns were examined through the lens of the Concerns-Based Adoption Model (CBAM). The data was collected in two phases for this explanatory sequential mixed-methods study: Phase I (quantitative) consisted of SEDL's online SoCQ, while two data sets, one of the open-ended questions on the SoCQ and semi-structured interviews, provided the evidence for Phase II, the qualitative phase. The results of this study indicate that teachers in Georgia are in the early concern stages regarding the implementation of blended learning. An analysis of the quantitative data indicated a significant relationship between the peak Stage of Concern and age and number of years implementing blended learning. Analysis of the qualitative data indicated teachers' top three concerns centered around blended learning resources, school technology, and student home WIFI and technology access. This study may prove valuable in enhancing our understanding of blended learning practices in school classrooms to assist with addressing teachers' concerns with the implementation of blended learning. While several existing studies examined the SoCQ with a focus on the integration of technology into the classroom, limited research is available through the lens of blended learning. Implications from this study could expand the scope of research on blended learning in the K-12 setting.
Author: Melissa Dandy Walker
Publisher:
ISBN:
Category : Blended learning
Languages : en
Pages : 194
Get Book Here
Book Description
This mixed-methods study examined the behaviors and concerns of K-12 teachers in Georgia undergoing the transformational change of implementing blended learning in the classroom. A sample of 106 full-time Georgia K-12 teachers' concerns were examined through the lens of the Concerns-Based Adoption Model (CBAM). The data was collected in two phases for this explanatory sequential mixed-methods study: Phase I (quantitative) consisted of SEDL's online SoCQ, while two data sets, one of the open-ended questions on the SoCQ and semi-structured interviews, provided the evidence for Phase II, the qualitative phase. The results of this study indicate that teachers in Georgia are in the early concern stages regarding the implementation of blended learning. An analysis of the quantitative data indicated a significant relationship between the peak Stage of Concern and age and number of years implementing blended learning. Analysis of the qualitative data indicated teachers' top three concerns centered around blended learning resources, school technology, and student home WIFI and technology access. This study may prove valuable in enhancing our understanding of blended learning practices in school classrooms to assist with addressing teachers' concerns with the implementation of blended learning. While several existing studies examined the SoCQ with a focus on the integration of technology into the classroom, limited research is available through the lens of blended learning. Implications from this study could expand the scope of research on blended learning in the K-12 setting.
Author: Anthony G. Picciano
Publisher: Routledge
ISBN: 1000451461
Category : Education
Languages : en
Pages : 354
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Book Description
Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences. Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software. This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 182
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Book Description
Blended learning is a teaching technique that utilizes face-to-face teaching and online or technology-based practice in which the learner has the ability to exert some level of control over the pace, place, path, or time of learning. Schools that employ this method of teaching often demonstrate larger gains than traditional face-to-face programs due to their increased ability to differentiate, scaffold, and assess students using a variety of methods. This study sought to determine ways blended-learning models, as perceived by administrators and teachers, contribute to student success; to what extent practitioners in blended models attribute their students’ success to the models they employ; how blended-learning schools are measuring student success; and how administrators are supporting teachers in their use of blended techniques. n this mixed-methods study, the researcher collected survey data from 230 teachers and 43 administrators in blended-learning programs, interviewed teachers and administrators at two school sites in the Southwestern most region of the United States, conducted classroom observations, and conducted reviews of participating schools’ Local Control Accountability Plans and mission statements. Results yielded five consistent themes: an understanding of the needs of students to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school structures and programs, and an increased level of student choice to combat low levels of motivation.
Author: Heafner, Tina Lane
Publisher: IGI Global
ISBN: 1522580107
Category : Education
Languages : en
Pages : 608
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Book Description
National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K-12 learners. While online learning has become pervasive in many fields in education, it has been somewhat slow to catch on in K-12 settings. The Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning is a collection of innovative research on the applications of technology in online and blended learning environments in order to develop quality courses, explore how content is delivered across disciplines and settings, and support the formation of relationships and enrichment opportunities. While highlighting topics including learning initiatives, institutional policies, and program structures, this book is ideally designed for teachers, principals, early childhood development centers, university faculty, administrators, policymakers, researchers, and practitioners.
Author: Jean Francois, Emmanuel
Publisher: IGI Global
ISBN: 1466620153
Category : Education
Languages : en
Pages : 432
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Book Description
Schedule constraints and other complicating factors can make face-to-face educational methods inadequate to the needs of learners. Thus, blended learning has emerged as a compromise that reconciles the need for high-tech and high-touch learning and teaching interactions. Transcultural Blended Learning and Teaching in Postsecondary Education educates readers across nations and cultures and strengthens their understanding of theories, models, research, applications, best practices, and emerging issues related to blended learning and teaching through a holistic and transcultural perspective. This research volume serves as a valued resource for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate blended learning programs and courses. It also provides researchers with the latest research in transcultural blended learning and teaching theories, findings, best practices, and emerging trends.
Author: Amanda G. Madden
Publisher: MIT Press
ISBN: 0262039478
Category : Education
Languages : en
Pages : 412
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Book Description
A guide to both theory and practice of blended learning offering rigorous research, case studies, and methods for the assessment of educational effectiveness. Blended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom—content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. The contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempting to enhance student engagement, include more active learning strategies, approximate real-world problem solving, and reach non-majors. The volume offers a cross-section of approaches from one institution, Georgia Tech, to provide both depth and breadth. It examines the methodologies of implementation in a variety of courses, ranging from a first-year composition class that incorporated the video game Assassin's Creed II to a research methods class for psychology and computer science students. Blended Learning will be an essential resource for educators, researchers, administrators, and policy makers. Contributors Joe Bankoff, Paula Braun, Mark Braunstein, Marion L. Brittain, Timothy G. Buchman, Rebecca E. Burnett, Aldo A. Ferri, Bonnie Ferri, Andy Frazee, Mohammed M. Ghassemi, Ashok K. Goel, Alyson B. Goodman, Joyelle Harris, Cheryl Hiddleson, David Joyner, Robert S. Kadel, Kenneth J. Knoespel, Joe Le Doux, Amanda G. Madden, Lauren Margulieux, Olga Menagarishvili, Shamim Nemati, Vjollca Sadiraj, Donald Webster
Author: Anthony G. Picciano
Publisher: Routledge
ISBN: 1134742029
Category : Education
Languages : en
Pages : 377
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Book Description
Blended learning, which combines the strength of face-to-face and technology-enhanced learning, is increasingly being seen as one of the most important vehicles for education reform today. Blended learning allows both teacher and learner access to radically increased possibilities for understanding how we transmit and receive information, how we interact with others in educational settings, how we build knowledge, and how we assess what we have taught or learned. Blended Learning: Research Perspectives, Volume 2 provides readers with the most current, in-depth collection of research perspectives on this vital subject, addressing institutional issues, design and adoption issues, and learning issues, as well as an informed meditation on future trends and research in the field. As governments, foundations, schools, and colleges move forward with plans and investments for vast increases in blended learning environments, a new examination of the existing research on the topic is essential reading for all those involved in this educational transformation.
Author: D. Randy Garrison
Publisher: John Wiley & Sons
ISBN: 1118180186
Category : Education
Languages : en
Pages : 204
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Book Description
This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines. In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum. Blended Learning in Higher Education Outlines seven blended learning redesign principles Explains the professional development issues essential to the implementation of blended learning designs Presents six illustrative scenarios of blended learning design Contains practical guidelines to blended learning redesign Describes techniques and tools for engaging students
Author: Xianhui Grace Dong
Publisher:
ISBN:
Category :
Languages : en
Pages : 157
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Book Description
This study examined the school-wide implementation of one blended learning program, Acceleration, at four middle schools in the Greater Los Angeles Area. Implementation was examined in the context of adoption and performance, with a focus on challenges and resolutions. The sample was comprised of 30 teachers and administrators at four middle schools serving students in grades 6-8. This mixed methods study was in two phases. For the first phase, I analyzed quantitative data on Acceleration adoption and performance at 73 public and public charter K-12 schools during the 2018-2019 school year. For the second phase, I selected four middle schools serving students in grades 6-8 from my phase one sample. These four middle schools had contrasting low and high adoption and performance levels (LaLp, LaHp, HaLp, HaHp). Then, I identified challenges and resolutions across low and high adoption schools. I also determined how a school's leadership structure influenced how challenges were defined and resolved. My findings show that while low and high adopter schools did not vary by the type of challenge or by the type of resolution, high adopter schools tended to resolve blended learning challenges systematically while low adopter schools tended to resolve blended learning challenges on a case-by-case basis. I also found that high adopter schools tended to have interconnected leadership cultures that facilitated the creation of systems and structures, ensuring that adoption and performance resolutions occurred at the system-wide, school-wide level. Low adopter schools tended to have disjointed leadership cultures with limited facilitation of systems and structures, ensuring that adoption and performance resolutions occurred on a case-by-case basis.
Author: Bosch, Chantelle
Publisher: IGI Global
ISBN: 1799869423
Category : Education
Languages : en
Pages : 330
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Book Description
Challenges in the educational arena are not new phenomena. However, with the recent outbreak of the COVID-19 pandemic, researchers and educators have been made even more aware of the need for a paradigm shift in education. Blended learning, as opposed to fully online learning or traditional face-to-face teaching, has been well-researched and has been found to have the potential to provide better educational solutions in challenging contexts. These contexts range from pandemic situations where social distancing is the order of the day to financial and time constraints regarding full-time study, as well as limited physical capacity at institutions. Blended learning solutions are often designed for resourceful institutions and cannot be easily implemented in developing countries and in communities where resources are limited. Typical issues like connectivity, accessibility, lack of suitable devices, and affordability need to be taken into consideration and in cognizance of blended learning interventions. These challenges are often neglected in blended learning research but are critical discussions to be had. Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities shares how institutions in the developing world and less privileged communities have re-imagined and restructured blended education to enhance teaching and learning for underprivileged communities. This book aims to address blended learning solutions across institutional, program, course, and activity levels. The chapters will cover a variety of learning environments, from rural settings to less developed countries and more, and explore the programs and courses designed to improve student success and accessibility in diverse student populations. This book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in blended learning opportunities in less-privileged settings and to underserved and marginalized populations.
