Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2020
Committee Chair or Co-Chairs
William Flora
Committee Members
Pamela Scott, Stephanie Barham
Abstract
The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners.
Document Type
Dissertation - unrestricted
Recommended Citation
Hensley, Nikki, "Teacher Perceptions of Blended Learning to Support 21st Century Learners" (2020). Electronic Theses and Dissertations. Paper 3821. https://dc.etsu.edu/etd/3821
Copyright
Copyright by the authors.
Included in
Adult and Continuing Education and Teaching Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Technology Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons