Qualitative Phenomenological Exploration of Blended Learning in Low-Income Public Schools during COVID-19

Autor/in	Gold-Tabai, Bamughan Hellen
Titel	Qualitative Phenomenological Exploration of Blended Learning in Low-Income Public Schools during COVID-19
Quelle	(2023), (141 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2279-1
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Low Income Students; Audio Equipment; Public Schools; COVID-19; Pandemics; Kindergarten; Elementary School Students; Blended Learning; Educational Change; Technological Literacy; Pedagogical Content Knowledge; Teacher Attitudes; Elementary School Teachers; Teaching Methods; Faculty Development; Outcomes of Education; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Audio-CD; Public school; Öffentliche Schule; Bildungsreform; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	K-2 Educators in public schools encountered several difficulties when trying to acquire and integrate the new technologies needed to use blended learning methods during the COVID-19 epidemic. The problem was that educators of K-2 students in public schools serving low-income communities were unprepared to acquire and use blended learning technology during the COVID--19 pandemic in Georgia State. The purpose of this qualitative descriptive phenomenological study is to understand how K-2 educators experienced the implementation of blended learning and how their experiences shaped and informed their teaching practices in low-SES schools in Georgia during the pandemic. A qualitative methodology and interpretive phenomenological design were used to gather qualitative data regarding the lived experiences of the 14 educators. The participants taught kindergarten to fifth grade. Data was collected from the described participants using individual semi-structured interviews. The audio-recorded interviews were transcribed and checked for accuracy using member checks and analyzed thematically using NVivo. Six themes were identified: blended learning and technology inclusion in schools, blended learning benefits, blended learning and student outcomes, educator training for blended learning, the COVID-19 pandemic and blended learning, perceptions of blended learning among students and parents during COVID-19, educator preparation and implementation of blended learning during COVID-19, and blended learning in low-income school districts. The study concluded that K-2 educators were able to adopt approaches that enhance student-centered engagement, enabling the educators to meet students' needs by using different blended learning tools in the classroom. [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	2024/1/01