Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Loren Naffziger

Abstract

Blended learning is the instructional practice that involves both face-to-face and online learning in classroom instruction. The problem at a small rural school district in the South Carolina is, despite strong evidence of the benefits and use of blended learning, many classroom teachers at the high school level still fail to consistently implement the online component of blended learning to maximize these benefits. Therefore, the purpose of this basic qualitative study was to explore teachers’ perceptions of ease of use and usefulness of blended learning, how they implement it, and challenges they have with implementation. The conceptual framework for this study is the technology acceptance model. Research questions involved teachers’ perceptions of ease of use and usefulness of blended learning, how they implement it, and challenges they have with implementation. I collected data by interviewing 12 participants via semi-structured telephone interviews. Interviews were recorded, transcribed, and analyzed using a five-step analysis method for thematic analysis: compiling, disassembling, reassembling, interpreting, and concluding. The findings suggest that teachers perceive blended learning as easy to use and useful. Also, teachers use either the flipped classroom model or face-to-face driver model for blended learning implementation. Further, participants cited Internet access and teacher technology competencies as challenges preventing blended learning implementation, while support, one-to-one initiatives, and professional development allowed for successful implementation. The findings of this study have social change implications in high school classrooms. Both teachers and administrators will gain valuable knowledge to help them make decisions regarding blended learning implementation to break down barriers preventing blended learning in classroom instruction.

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