Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Amy B. Adcock

Abstract

The phenomenon of interest in this study was veteran K–5 English language arts (ELA) teachers’ perceptions of blended learning as an educational innovation setting and how they perceived the implementation of blended learning into their instructional routine. Blended learning is normally used in higher-level education but is now also used in the K–5 setting. Blended learning requires students to learn in a brick-and-mortar class setting and through online instruction using technology. Existing research on blended learning primarily focuses on the technological aspects and not veteran K–5 ELA teachers’ implementation of blended learning in public elementary schools. The purpose of this basic qualitative inquiry was to explore veteran K–5 ELA teachers’ perceptions of blended learning as an educational innovation. The conceptual framework for this study was Rogers’s diffusion of innovation theory. The research question focused on veteran K-5 ELA teachers’ perceptions of blended learning as an educational innovation and how specific attributes of blended learning influenced the perceptions of it as an educational innovation. Data were collected through semi structured interviews with 15 veteran K–5 ELA teachers who implement blended learning daily. The interview data were transcribed, coded, and analyzed using the thematic analysis method. This study found that veteran K-5 ELA teachers positively view blended learning as an innovation; however, their perception of the innovation is significantly impacted by the professional development they received. This study contributes to positive social change by increasing understanding of implementing blended learning during the ELA instructional routine, which could lead to greater student engagement and achievement in K-5 setting.

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