Date of Conferral
Doctor of Education (Ed.D.)
Today, educators in several U.S. states use a variety of instructional tools in their classrooms to engage students in a hybrid learning environment. The problem for this study was a disconnect in teachers' perceptions of student engagement in a hybrid high school learning environment. The purpose of this study was to explore teachers' perceptions of student engagement in a hybrid learning environment in 10th-12-grade classes. The conceptual framework was derived from Astin's theory of student involvement and the idea that student engagement is instrumental in academic performance. The central research and sub-questions addressed how teachers perceive student engagement affects hybrid learning environments, what aspects of engagement affect students' performance in a hybrid learning environment, and what teachers are doing to engage students. The research design was a qualitative case study with data sources consisting of interviews, observations, and school artifacts. Data were analyzed and coded to identify patterns and themes reflecting differences and commonalities in the experiences and perceptions of the 10 teacher participants. Through coding, categories were established for strategies to engage and re-engage students. The strategies resulting from teachers' perceptions that engaged and re-engage students the most were using interactive activities and modules, allowing students to assist one another with pairing students and group work as well as more individual instruction. The study may initiate and evoke conversations among stakeholders leading to the implementation of new instructional strategies by educators to engage students across curriculums. By catering to the specific needs of students, educators may be able to spur students to become more involved in their learning, which may result in positive social change.