Date of Conferral



Doctor of Education (Ed.D.)




Lynne B. Orr


Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.