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Variations in Perspectives of Blended Learning in a Predominantly Face-to-Face Classroom : = The Lived Experience of High School Science Teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Variations in Perspectives of Blended Learning in a Predominantly Face-to-Face Classroom :/
Reminder of title:	The Lived Experience of High School Science Teachers.
Author:	Arfanakis, Ariana Kristen.
Description:	1 online resource (141 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798438772361

Variations in Perspectives of Blended Learning in a Predominantly Face-to-Face Classroom : = The Lived Experience of High School Science Teachers.
Arfanakis, Ariana Kristen.

Variations in Perspectives of Blended Learning in a Predominantly Face-to-Face Classroom :The Lived Experience of High School Science Teachers. - 1 online resource (141 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2022.

Includes bibliographical references

The expansion of information and communication technology (ICT), combined with the recent changes in education due to the COVID-19 pandemic, has led to new pedagogical practices. These technological advances provide new and enhanced learning opportunities for students but present both challenges and opportunities for educators. This phenomenographical study explored variations in the lived experience of high school science teachers who incorporated blended learning into their predominantly face-to-face classrooms. Four high school science teachers who expressed interest in blended learning were interviewed. The interviews as well as any accompanying artifacts were analyzed using Saldana's two-cycle coding method in order to categorize the differences between their lived experiences of blended learning as well as the relationship between these categories. Variations in teacher motivation for implementing blended learning affected the type of e-learning resources the teachers' chose and even the way the teachers implemented similar e-learning resources. These implementation differences altered the degree to which the teachers' pedagogy was transformed during the change to a blended learning environment and their overall experience employing blended learning. A clear understanding of a specific desired pedagogical change prior to implementation of blended learning was associated with the highest level of transformation while digitization was associated with the lowest. These findings suggest that implementation models for blended learning should be created based on the type of transformation desired. Future research should also focus on explicitly describing specific aspects of e-learning such as time allocated, type of resources used, and the pedagogical rationale behind their inclusion.

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

Mode of access: World Wide Web

ISBN: 9798438772361Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

Blended learningIndex Terms--Genre/Form:

554714
Electronic books.

Variations in Perspectives of Blended Learning in a Predominantly Face-to-Face Classroom : = The Lived Experience of High School Science Teachers.
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