As innovative technologies and accessibility increase in the K12 environment, teachers are offered opportunities to rethink the paradigm of the instructional and learning process. They are at the forefront of instructional change. One type of change is the use of technology as an instructional strategy. Blended learning is a type of instructional strategy which incorporates both online and face-to-face instruction.
The instructional choices a K12 teacher makes under their own volition to present new content in a technology-rich school is the focus of this study. A quantitative research study was performed in a high school with high technology accessibility. Teachers’ intention to use blended learning was measured using the Technology Acceptance Model and its two constraints—perceived ease of use and perceived usefulness. Computer self-efficacy, previous online learning experiences, and teaching beliefs were used as independent variables to determine if a relationship exists towards teachers’ intention to use blended learning in their high school (grades 9-12) classes. Findings indicated a relationship exists between teaching beliefs and teachers’ intention to use blended learning instructional strategies in their high school classes.
","abstract_html":"<p>As innovative technologies and accessibility increase in the K12 environment, teachers are offered opportunities to rethink the paradigm of the instructional and learning process. They are at the forefront of instructional change. One type of change is the use of technology as an instructional strategy. Blended learning is a type of instructional strategy which incorporates both online and face-to-face instruction.</p> <p>The instructional choices a K12 teacher makes under their own volition to present new content in a technology-rich school is the focus of this study. A quantitative research study was performed in a high school with high technology accessibility. Teachers’ intention to use blended learning was measured using the Technology Acceptance Model and its two constraints—perceived ease of use and perceived usefulness. Computer self-efficacy, previous online learning experiences, and teaching beliefs were used as independent variables to determine if a relationship exists towards teachers’ intention to use blended learning in their high school (grades 9-12) classes. Findings indicated a relationship exists between teaching beliefs and teachers’ intention to use blended learning instructional strategies in their high school classes.</p>","abstract_has_math":false,"creators":["Murphy, Kelli"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Instructional Technology (EdDIT)","degree_department":null,"school":null,"contributors":["David D. Carbonara","Susan Poyo","Carol Parke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-20T08:00:00Z","date_published":"2019-12-20T08:00:00Z","updated_at":"2026-07-24T02:10:58Z","subjects":["Blended Learning","K12","Online","instructional strategy","instructional technology","educational technology","Adult and Continuing Education","Instructional Media Design","Junior High, Intermediate, Middle School Education and Teaching","Online and Distance Education","Other Teacher Education and Professional Development","Secondary Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1864","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David D. Carbonara","Susan Poyo","Carol Parke"]},{"key":"dc:creator","label":"Author","values":["Murphy, Kelli"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-12-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology (EdDIT)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Blended Learning","K12","Online","instructional strategy","instructional technology","educational technology","Adult and Continuing Education","Instructional Media Design","Junior High, Intermediate, Middle School Education and Teaching","Online and Distance Education","Other Teacher Education and Professional Development","Secondary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1864"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As innovative technologies and accessibility increase in the K12 environment, teachers are offered opportunities to rethink the paradigm of the instructional and learning process. They are at the forefront of instructional change. One type of change is the use of technology as an instructional strategy. Blended learning is a type of instructional strategy which incorporates both online and face-to-face instruction.
The instructional choices a K12 teacher makes under their own volition to present new content in a technology-rich school is the focus of this study. A quantitative research study was performed in a high school with high technology accessibility. Teachers’ intention to use blended learning was measured using the Technology Acceptance Model and its two constraints—perceived ease of use and perceived usefulness. Computer self-efficacy, previous online learning experiences, and teaching beliefs were used as independent variables to determine if a relationship exists towards teachers’ intention to use blended learning in their high school (grades 9-12) classes. Findings indicated a relationship exists between teaching beliefs and teachers’ intention to use blended learning instructional strategies in their high school classes.
"]},{"key":"dc:title","label":"Title","values":["Perceptions of Blended Learning in the High School Classroom"]}]}],"canonical_facts":{"dc:contributor":["David D. Carbonara","Susan Poyo","Carol Parke"],"dc:creator":["Murphy, Kelli"],"dc:date.available":["2019-12-20T08:00:00Z"],"dc:description.abstract":["As innovative technologies and accessibility increase in the K12 environment, teachers are offered opportunities to rethink the paradigm of the instructional and learning process. They are at the forefront of instructional change. One type of change is the use of technology as an instructional strategy. Blended learning is a type of instructional strategy which incorporates both online and face-to-face instruction.
The instructional choices a K12 teacher makes under their own volition to present new content in a technology-rich school is the focus of this study. A quantitative research study was performed in a high school with high technology accessibility. Teachers’ intention to use blended learning was measured using the Technology Acceptance Model and its two constraints—perceived ease of use and perceived usefulness. Computer self-efficacy, previous online learning experiences, and teaching beliefs were used as independent variables to determine if a relationship exists towards teachers’ intention to use blended learning in their high school (grades 9-12) classes. Findings indicated a relationship exists between teaching beliefs and teachers’ intention to use blended learning instructional strategies in their high school classes.
"],"dc:identifier":["https://dsc.duq.edu/etd/1864"],"dc:language":["English"],"dc:subject":["Blended Learning","K12","Online","instructional strategy","instructional technology","educational technology","Adult and Continuing Education","Instructional Media Design","Junior High, Intermediate, Middle School Education and Teaching","Online and Distance Education","Other Teacher Education and Professional Development","Secondary Education and Teaching"],"dc:title":["Perceptions of Blended Learning in the High School Classroom"],"thesis:degree_discipline":["Instructional Technology (EdDIT)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:58Z"}