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Teachers' Perspectives on the Implementation of Blended Learning in High School Health and Biomedical Science Classrooms to Support Digital Literacy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Perspectives on the Implementation of Blended Learning in High School Health and Biomedical Science Classrooms to Support Digital Literacy./
Author:	Oberheu, Kelli Marie.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Vocational education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379964214

Teachers' Perspectives on the Implementation of Blended Learning in High School Health and Biomedical Science Classrooms to Support Digital Literacy.
Oberheu, Kelli Marie.

Teachers' Perspectives on the Implementation of Blended Learning in High School Health and Biomedical Science Classrooms to Support Digital Literacy. - 1 online resource (170 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

Health and biomedical science courses are meant to teach students the skills they need to be career ready; this includes digital literacy skills as technology in healthcare continues to grow. Blended learning is an instructional strategy that uses face-to-face and digital learning activities and has been shown to improve the digital literacy skills of students as well as other student benefits. The problem is Texas high school health and biomedical science teachers are not consistently teaching essential digital literacy skills to vocational students in a blended learning environment, therefore, limiting employability. The purpose of this qualitative case study was to explore teachers' perspectives on the use of blended learning, barriers, training needed, and instructional strategies using connectivism as the study's conceptual framework. Nine semistructured interviews and a focus group were conducted using Zoom. Interviews and the focus group were recorded, transcribed, and analyzed using thematic analysis, producing seven final themes. The findings suggest that teachers are assisting students in developing digital literacy skills, such as fundamental computer use, researching, identifying credible sources, communicating, collaborating, and content creation. However, barriers can limit the use of blended learning to teach digital literacy skills, such as the inability to access devices fully, unreliable internet, plagiarism, lack of time and funding, teacher competency and comfort with technology, and lack of a blended learning curriculum. The need for blended learning-specific professional development, including opportunities for choice, modeling, networking, and collaboration, was also identified. This study's findings provide valuable information that can be used to inform decisions regarding blended learning implementation, strategies for overcoming barriers impeding implementation, and considerations for designing professional development opportunities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379964214Subjects--Topical Terms:

661062
Vocational education.
Subjects--Index Terms:

Biomedical scienceIndex Terms--Genre/Form:

554714
Electronic books.

Teachers' Perspectives on the Implementation of Blended Learning in High School Health and Biomedical Science Classrooms to Support Digital Literacy.
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