Date of Conferral



Doctor of Education (Ed.D.)




Amy White


Blended learning is an instructional model in which instruction is delivered using a combination of traditional teaching methods and online learning materials such as digital textbooks, virtual textbooks, and teacher-made videos. The problem was that elementary teachers in local schools were not implementing blended learning as intended by the school’s improvement plan. The purpose of this study was to examine the perspectives of elementary teachers in Grades 3-5 who have experience using blended learning. The framework for the study is the complex adaptive blended learning system (CABLS) because it helps examine the blended learning elements and the changes that result from the interactions between those elements associated with the blended learning approach to teaching and learning. The research questions ask about the perspectives of teachers regarding the transition to blended learning and the interaction among the elements of blended learning. This qualitative study used interviews to investigate the perspectives of nine elementary teachers who use blended learning and open coding to analyze the results. The analysis yielded three themes: transition to blended learning, benefits of blended learning, and challenges of blended learning. The outcome of the study is a position paper recommending professional development and technology coaching to help teachers use blended learning. Blended learning can empower teachers to have increased positive relationships with students and enhance student learning, resulting in positive social change as students positively impact society by contributing to the community with their skills and knowledge.