Everson, I. M. (2019). Implementation of blended learning following a yearlong professional development program: A descriptive case study (Doctoral dissertation). Retrieved from https://jscholarship.library.jhu.edu/handle/1774.2/61914

Abstract:

“Research findings support the efficacy of the blended learning modality as a way to engage students and extend learning beyond the physical classroom but also note persistent barriers to teachers’ technology integration efforts. The purpose of this qualitative descriptive case study was to consider the ways in which teachers implemented blended learning, specifically their decision-making processes and perceptions of changes in attitudes and beliefs about practice. The context of the study was a blended learning cohort professional development program that took place over the 2016–2017 school year across a small school division in the southeastern United States. After initial semistructured interviews with nine blended learning cohort participants, three middle school teachers were purposively selected who showed particularly high levels of engagement in the blended learning cohort. Main case study data sources were two semistructured case study interviews and four face-to-face classroom observations. Four online classroom observations, using Google Classroom, and a researcher’s journal supplemented the data. Theoretical thematic analysis was used to identify themes within and across cases. Cohort themes included: increased comfort with peer collaboration, improved student engagement, and appreciation for the asynchronous and synchronous blended format of the professional development program. Case study themes reflected that blended learning supports collaboration, differentiation of instruction, student engagement, real-world connections, and student-centered learning practices. Case study participants evinced positive attitudes and beliefs regarding the efficacy of blended learning and considered student factors when making instructional decisions. Participants’ blended learning implementation varied but included opportunities for student choice and multiple paths for students to demonstrate mastery of knowledge. The researcher found that participants’ classroom management hindered blended learning implementation. Participants also noted challenges related to devices and infrastructure, administrative expectations, and time. Study limitations included the sample size, and length of study. Technology professional development offerings that are embedded in the school day, offer participants opportunities to develop appropriate classroom and technology management strategies, include technology facilitation support, and encourage technology collaboration were recommended.”