A Case Study of Teachers' Experiences of Blended Teaching and Learning

Autor/in	Cunningham, Diane
Titel	A Case Study of Teachers' Experiences of Blended Teaching and Learning
Quelle	(2017), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Hofstra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-6277-6
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Teaching Experience; Blended Learning; Beliefs; Educational Practices; Interviews; Content Analysis; Observation; Student Centered Learning; Active Learning; Formative Evaluation; Feedback (Response); Educational Strategies; Technology Uses in Education; Teacher Attitudes; Elementary Secondary Education; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Belief; Glaube; Bildungspraxis; Interviewing; Interviewtechnik; Inhaltsanalyse; Beobachtung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Lehrstrategie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Unterrichtsmedien
Abstract	If blended learning in K-12 schools is to truly provide a student-centered experience, there is a need understand the interplay between teacher beliefs and practices to better support teachers tasked with blended teaching. This case study of a small blended high school answers the question, "How do teachers experience blended teaching and learning?" and describes beliefs and practices using interview data, observation data and artifact analysis. Results show that the four teachers in the study are enact their beliefs in the blended context and that their beliefs are consistent across blended and face-to-face domains. Teachers views of teaching and learning center on facilitation of active and authentic learning for students and are aligned to school vision. Strategies to remain student centered vary from teacher to teacher, but an emphasis on formative assessment and feedback is evidenced in the practice of all teachers. Technology use did not emerge as a barrier for these teachers because professional development focused both on curriculum design and the use of instructional technology. The study provides implications for teacher placement and course selection and highlights the importance of alignment and ongoing professional development. Additional research that examines teacher practice over time could reveal the nature of teacher change that occurs while teaching in a blended model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01