Multiple Perspectives on a Blended Learning Initiative in a Large Suburban High School

• In Event: Poster Session 10
  In Poster Session: Designing Effective Learning Environments II

Abstract

This study examines a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employs a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmmerman’s Self-Regulated Learning (SRL) Theory as a guiding framework, this study explores surveys, face-to-face observation data, interview transcriptions, and focus group transcriptions to learn about different perspectives on the experience as well as on student readiness for high school blended learning classes. As a result, the data suggests four majors themes, namely how blended learning initiatives can transform and reinvigorate instruction, capitalize on the affordances of flex time, build productive relationships, and support 21st century students and educators.

Authors

• Aimee Whiteside, University of Tampa

• Amy E. Garrett Dikkers, University of North Carolina - Wilmington

• Somer Lewis, University of North Carolina - Wilmington