Perceptions of Blended Learning in the High School Classroom

<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>

Name thesis:degree_name

EdD

Level thesis:degree_level

Immediate Access

Discipline thesis:degree_discipline

Instructional Technology (EdDIT)

Year dc:date.available

2019

Author dc:creator

• Murphy, Kelli

Contributors dc:contributor

• David D. Carbonara
• Susan Poyo
• Carol Parke

• 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

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/1864

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-2841