Teacher Perceptions on School-wide Implementation of a Blended Learning Program in an Alternative School

ByLaNadia Pugh

TABLE OF CONTENTS

Page

Chapter

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3

4

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ORIENTATION TO THE PROBLEM................................................................1Statement of the Problem.....................................................................................3Statement of Purpose............................................................................................4Research Questions..............................................................................................4Theoretical/Conceptual Framework.....................................................................5Significance..........................................................................................................5Definition of Terms..............................................................................................6Summary...............................................................................................................7

REVIEW OF THE LITERATURE......................................................................8Perceptions of Blended Learning.........................................................................9The Benefits of Blended Learning with Diverse Student Populations...............10Potential Barriers to Blended Learning……………………………..……….. 12Summary.............................................................................................................13

METHODOLOGY.............................................................................................14Research Design.................................................................................................14Bounds of Case...................................................................................................15Participants.........................................................................................................15Research Context................................................................................................17Researcher Background and Role......................................................................18Summary.............................................................................................................18Data Collection...................................................................................................20Data Analysis Procedures...................................................................................22Reliability and Validity/Credibility and Consistency.........................................24Ethical Considerations........................................................................................25Summary……………………………………………………………………….26

DATA PRESENTATION……………………………………………………..27

DISCUSSION………………………………………………………………….33Conclusion……………………………………………………………………..33Recommendations……………………………………………..………………35

Implications………………….………………………………………………35

References ……………………………………………………….……..….. 37

Appendix A-Initial Email to Contact Participants…….……………………..41 Appendix B-Informed Consent…………..…………………………………..42 Appendix C-Interview Prmopts………………………….……...…………...44 Appendix D-Interview Transcripts Coded………….………………………..45 Appendix E-Observation Notes…….………………………………………..54 Appendix F-Sample Documents……………………………………………..62 Appendix G-Code Book…………………………….………….......………..68

Chapter 1

Orientation to the Problem

With the development and implementation of blended learning programs for 21st century

students, new pedagogical challenges, questions, and concerns has come to surface about the

adaptation of these learning models (Alijani, Obyung, & Yanjun, 2014). More importantly,

teacher perceptions can have a great influence on the successes and failures of these newly

implemented programs, especially in an alternative school setting. According to Chia-Wen and

Meng-Chuan (2011), Blended Learning (BL) is defined as facilitating the effective combination

of different modes of delivery, models of teaching, and styles of learning that is founded on

transparent communication. Further more, BL programs combine technology-based learning

with face-to-face learning to make students effectively engaged in a range of situations. This

allows students to fit different activities together with more flexibility in their circumstances

(Chia-Wen and Meng-Chuan, 2011).

With Georgia’s schools ranking 3rd in the United States for the lowest graduation rates

(Georgia Department of Education, 2014), it is imperative that we explore the literature on

blended learning programs in alternative educational settings as a newly emerged concept.

According to Alijani, Obyung, & Yanjun (2014), Blended Learning programs may promote a

tremendous change in the way classrooms instruction is delivered and how students learn. In the

last decade, Georgia’s schools systems have been under fire for poor performance on state

mandated testing (Georgia Department of Education, 2014). With low graduations rates and a

high likelihood of students dropping out of school, we must address the issues these students

face, especially at-risk and chronically underachieving youth (Alijani, Obyung, & Yanjun, 2014).

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Since the recent cheating scandal on the CRCT (Criterion Reference Competency Test)

Exam involving Atlanta Public Schools teachers, there has been an enormous pressure and great

desire to help students succeeded. With a guilty verdict for those public school educators, and

consequences such as revocation of teaching certificates, hefty fines, and jail time, Georgia’s

educational policymakers must go back to the drawing board to address the continued low

performance of Georgia’s public school students (Georgia Department of Education, 2014).

Bryant and Bates (2015) contend, that learners continuously make sense of the world

around them. As learners gain new information, they work to construct knowledge through

human interactions, use of the Internet, and even engagement through social media, to shape

their understanding of the world. This is important because teachers need to not only identify the

“social, cognitive and cultural barriers” that hinder students from reaching their academic goals,

but also understand how individuals seek understanding of the world in which they live and work

(Bryant and Bates, 2015). Utilizing a blended learning approach will help teachers recognize and

most importantly cater to the learning needs of 21st century students, in this new age of digital

technology and global communications.

In turn, we may understand the varied foundations of education that we base our daily

practices on. Teachers need to shift their perceptions and understandings to the needs of the

learner, rather than “comprehensive educational reform efforts” (as cited in Brooks & Brooks,

1999 p.18). Blended Learning (BL) programs may offer this change in various educational

settings if the research is thoroughly explored.

Statement of the Problem

An alternative school in Georgia with approximately 30 teachers and 150 students

represents one such school that recently adopted a blended learning model. This alternative

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schools mission is to create a safe, secure, learning environment in hopes to increase student

achievement, life-long learning, and make drastic improvement in the LSPI (Local School Plan

for Improvement, 2015). With students failing state and district generated assessments, poor

completion/graduation rates, and a increased population of at-risk students, county leaders have

established a goal to create flexible yet rigorous learning environment for these students. The

problem that prompted this study is identify how blended learning models improve learning

outcomes for an alternative school. This research attempts to identify teacher perceptions on the

school-wide implementation of blended learning through a case study methodology. Papert

suggest that every normal child learns to talk. Why then should a child not learn to talk to a

computer? (Papert, 1980).

Furthermore, current literature provides some insight on teacher perceptions of blended

learning in alternative schools, but needs further exploration (Hughes, 2007). It may be that

teachers are inadequately prepared with little to no professional training for teaching students in

diverse classroom settings. My aim is to uncover perceptions that effects implementation of

blended learning programs. These may include negative views of blended learning, the lack of

professional development during the learning process, use of the same teaching methods for all

students, and insufficient integration of technology (Alijani, Obyung, & Yanjun, 2014).

Statement of Purpose

There is no evidence that suggest any one method of delivering instruction works to

educate every child in any given subject area (Alijani, Obyung, & Yanjun, 2014). By giving

students the ability to utilize different methods of instruction across classrooms, learning

becomes more personalized, students gain opportunities to work collaboratively, and teachers

encourage more effective use of digital tools and resources. Hughes (2007) states, that blending

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online learning with classroom sessions, offers the potential to deliver learning activities, support

struggling learners, and provides online tracking systems to helps target “at risk” learners

quickly. Utilizing blended learning models would be a great innovation that would serve to not

only improve low-performing schools in Georgia, but also transform the delivery of education

across district classrooms. The purpose of this study is to identify teacher perceptions on

implementing a blended learning program in a alternative school.

Research Questions

The central research question to be explored in this study are as follows:

1. What are teacher’s perceptions on school-wide implementation of a blended learning

program in an alternative school?

Theoretical/Conceptual Framework

The conceptual framework for this study supports the engagement theory and social

learning theory. Alijani, Obyung, and Yanjun (2014) states, engagement theory describes the

existing and potential use of technology to promote teaching and learning. In an alternative

school which represents a high population of at-risk students, this model of learning could be

beneficial, because technological tools would be very influential in how students learn.

Moreover, this framework also entails the social learning theory, because student’s learning or

engagement is heighten when students are involved in the process of learning (as cited in Alijani

& Obyung & Yanjun, 2014 p.130). If teachers used a blended learning model in diverse school

settings, then students would be more engaged and take ownership of what they are learning.

In addition, current educational literature shows, that learners gain knowledge and

understanding through social interactions with others, and have a better understanding about the

world around them (Papert, 1980). Papert suggests educators are currently using computers as

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instruments for “drill and practice” rather than allowing children to use computers as a key to

reflective and self-conscious thinking (Papert, 1980). More importantly, teachers who instruct

their students based on these theories of learning, enable students to construct their reality based

on prior experiences or cultural beliefs. This helps the learner to continue to reshape knowledge

gained through experiences (Mayer and Alexander, 2011, p.255-256). By identifying teacher

perceptions during school-wide implementation of BL programs, educators become more aware

of the dynamic processes to establish equilibrium between traditional brick and mortar

instruction with technology rich learning environments.

Significance

Identifying teacher perceptions on the school-wide implementation of blended learning

programs in an alternative school will not only shed light on the learning process, collaboration,

and use of technology tools, but also inform teacher’s dispositions and pedagogical practices.

Uncovering all barriers, including teacher perceptions on the effectiveness of this learning model

can help educators connect more with their students, provide more customized learning

interventions, and get students on the right track for success. The final results of this study can be

used to create an action plan proposal for supporting implementation of blended learning (BL)

programs in Georgia’s alternative schools. This study has potential for further exploration by

quantitative educational researchers and other behavioral sciences. Ultimately, my qualitative

study will lay the groundwork for increasing academic achievement among all students in

Georgia’s alternative schools, and address the challenges teachers face when implementing BL

programs with a diverse student population.

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Definition of Terms

Alternative school refers to educational settings that employ rigorous, relevent, effective

practices to meet the unique social, emotional, and academic needs of students considered to be

at-risk (Repetto et al, 2010).

At-risk is defined as struggling students likely to drop out of school or failing to work

towards earning a high school diploma or General Education Diploma (GED), unless appropriate

interventions are employed to address influences causing them to leave school prior to

graduation (Repetto et al, 2010).

Blended Learning (BL) is defined as facilitating the effective combination of different

modes of delivery, models of teaching, and styles of learning that is founded on transparent

communication (Chia-Wen and Meng-Chuan, 2011).

School-wide Implementation refers to “adoption of infrastructure on the whole

organization requiring all teachers to be fully engaged, working collegially, and providing

support roles to achieve great fidelity in intended outcomes” (Ingemarson et al, 2014, p.48-49).

Teachers perceptions refers to “roles and associated behaviors in learning environments

that can have significant influence on student's behavioral and emotional engagement in the

classroom" (Hung and Chou, 2015, p. 315).

Summary

This chapter provided an overview of the study to investigate teacher perceptions on the

school-wide implementation of a blended learning program at an alternative school. With

extremely low graduation rates for Georgia’s public schools, teachers must employ effective

pedagogical practices to reach low achieving students. This qualitative study will address teacher

perceptions on the school wide implementation of BL programs. This research will also uncover

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teacher perceptions on traditional instruction compared with technology learning environments.

The final results of this study will hopefully drive implementation of blended learning (BL)

programs in Georgia alternative schools.

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Chapter 2

Review of the Literature

The main research objective of this study is to identify teacher perceptions on the school-

wide implementation of blended learning. The following discussion is a review of the related

literature on the benefits of blended learning programs, how blended learning supports diverse

student populations, and potential barriers during implementation. This literature review will

specifically address the research objective: What are teacher’s perceptions on school-wide

implementation of a blended learning program in an alternative school?

This chapter is organized into three sections: The Benefits of Blended Learning

Programs, The Benefits of Blended Learning with Diverse Student Populations, Potential

Barriers to the Effectiveness of Blended Learning. Papert’s cry for use of technology is to make

sense of what you learn, so the first section provides research literature to support the many

benefits to blended learning (Singer, 1980). These benefits afford the students with

personalization of learning experiences, ability to control technology use, positive perceptions,

and increased student achievement with the use of blended learning programs. The second

section, discusses how online learning can be used to promote positive outcomes in academically

diverse classrooms. White et al., (2001) explored teacher interactions to motivate at-risk students

in web-based courses. Results showed that teacher’s use of web-based technology was more

beneficial when teachers infused motivation building in the learning environment. The third

section, of this literature review addresses potential barriers during implementation process. Kerr

(2010) study reveled that blending a self regulated learning approach with online learning has a

potential to improve teacher perceptions, which may attribute to the success or failure of online

teaching models.

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Perceptions of Blended Learning Programs

Multiple research studies validate the need for identifying teacher perceptions on school

wide implementations of blending learning programs. Alijani et al. (2014) concluded that the

transition to blended learning including the use of technology, personalization of learning

experiences, and seamless implementation, proves to be an effective approach at improving

educational outcomes for high-risk/minority students as opposed to traditional brick and mortar

learning. Sharpe et al., (2010) study highlights student perceptions of online learning after

completing online courses in high school while transitioning to post-secondary institutions.

Findings suggest that exposure to e-learning or web-based courses in high school could not only

improve academic success for students, but also prepare them beyond high school in future

educational/work settings. This further support that using a blended learning model is effective

for struggling students, and have the potential to increase student achievement, especially when

implemented with fidelity.

Another study was conducted with Smith (2013) who investigated student perceptions on

face-to-face vs. blended learning with secondary high school students. There were eleven

participants involved in this quasi-experimental study to identify risk and potential losses from

the use of technology-mediated learning tools. Smith (2013) believes that the use of technology

results in decreased social connectedness between teachers and their students. The goal was to

understand if student perceptions and performance was diminished, when technology-based

learning is used primarily over traditional methods of instruction. Key results in this study

showed no significant differences in student perceptions and performance between the classes

taught face-to-face or online. However, data reveled a significant difference in their preferences

for social connectedness, enjoyment, learning and teacher support in technology-mediated

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environments. Consequently, teachers should keep this in mind when implementing technology

rich programs.

According to Holley and Oliver (2010) student engagement with technology may have

negative cultural and social influences. Details of how specific students work with technology,

manage their home space, and engage in their studies is a major cause for concern (Holley &

Oliver, 2010). This research was grounded in a narrative case study approach in which three

selected participants documented their experience. Findings divulged that there were many

benefits of blended learning. In fact participants reveled that they had the ability to control their

technology use, allowed them to reflect on their previous educational experiences, and renewed

expectations for managing their own learn space. Furthermore, participant’s experiences in this

study conveyed that understanding the formal learning opportunity gave them a better

understanding that they would be successful in online learning independently over face-to-face

traditional instruction.

The Benefits of Blended Learning in Diverse Student Populations

There has been a growing trend in the use of online learning to promote positive

outcomes in academically diverse classrooms. However, research in this field of education is

scare, hence the need for more studies. Lehman, Kauffman, White et al., (2001) explored teacher

interactions to motivate at-risk students in web-based courses. Results showed that teachers use

of web-based technology while integrating motivation-building/personal investment statements,

resulted in more effort and time spent working on web-based courses for students, than those

who did not receive them. This supports the fact that teachers who teach diverse student

populations must be aware that teacher-student interaction affects the value of educational task

that students complete, especially when interactions are perceived as positive.

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Repetto et al., (2010) study seeks to understand how virtual high schools improve

outcomes for students with disabilities. Since traditional schools have failed to meet the needs of

students who are at risk for dropping out of high school. This research outlines five major

influences (connect, care, climate, curriculum, control) for student dropouts, and provides

effective-based practices to help students make connections between school-based programs and

their future plans. Results of this study showed that offering online courses for high school

students, would allow those with and without disabilities the opportunity to be more in control of

their learning. In addition, virtual educational programs foster student retention, more

professional development opportunities for teachers, and are effective for engaging at-risk youth

(Repetto et al, 2010). Although this study methodology had major flaws, it still provides great

context to support the problem to be studied.

Another study was conducted to explore teacher and students perspectives on online

learning meeting, to meet the needs of gifted students. This study involved 28 instructors and 65

students enrolled in at least one online course. It is noted that regular classroom instruction,

emphasizes high-auditory memory skills, structure, fact learning, and peer collaboration, which

may not be ideal for some gifted learners (Thomas, 2010). Results indicated that online learning

can be very beneficial for gifted students. In addition, teachers using technology-based learning

can customize learning to student’s individual needs, change the pace of the work, and improve

instruction than traditional face-to-face learning. Lastly, online learning provides fewer

distractions and greatly benefited these students. This study reinforces the fact that enhancing

online environments can offer students much more than traditional classroom environments.

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Potential Barriers to the Effectiveness of Blended Learning

Closing the gap between new learning models while removing barriers for successful

implementation is still a topic of interest to educational researchers. Kerr (2010) explored a

qualitative case study, which employed the use of computer tools to support higher order

thinking and inquiry processes. Thus a teacher that utilizes integrated scaffolding tools in the

classroom, can support students synthesis, analysis, and evaluation of information. Key results in

this study supported the fact that although three distinct approaches to online learning was used,

there was a discrepancy between the potential for meaningful learning through tool use and the

missed opportunities for meaningful learning. This study demonstrates how teacher perceptions

attribute to improved success of online teaching and learning.

Hughes (2007) investigated blended learning to increase learner support and improve

retention. Findings suggest that blended learning with increased support, and visible tutor

monitoring can improve module retention by motivating learners to complete coursework on

time. Moreover, the research also conveys that a combination of well-designed and supported

blended learning approach with proactive help and encouragement for learners can improve

coursework submission, without increasing overall teaching time.

Chia-Wen and Meng-Chuan (2011) study attempted to develop an appropriate design of

blended learning with web-enabled self-regulated learning to enhance students learning and

thoughts regarding online learning. Moreover, policy-makers reason that online teaching is no

worse in student outcomes than traditional teaching. If web-based learning is more cost efficient,

then e-learning should be the preferable method rather than face-to-face instruction. (Chia-Wen

and Meng-Chuan, 2011). This study involved 112 participants with equal amounts of both sexes.

Results indicated that students who received combined treatments of SRL (self-regulated

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learning) and BL (blended learning) with five online classes had higher scores, and positive

perceptions for this type of learning style. Moreover, data also showed that teachers should re-

adapt their courses to accommodate a blended self regulated learning approach. Thus the need

for this study is apparent, and will help bridge the gap between blended learning programs

successfully implemented in alternative schools.

Summary

The chapter included a review of the literature related to teacher perceptions on the

school-wide implementation of blended learning. The literature on blended learning indicated

that there is a strong need for more research in this field, especially when on online learning is

implemented in an alternative school settings. Furthermore, the literature specifically addresses

the research objective and provides the scaffold and overall contextual framework for this study.

After completing this research, my goal would be to help teachers uncover the potential benefits

of implementing a blended learning program in a alternative school setting to improve learning

outcomes for students.

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Chapter 3

Methodology

The purpose of this research is to identify teacher perceptions of blended learning when

implemented at an alternative school. My goal is to gain an in-depth understanding of significant

influences that can prevent teachers from assisting students effectively in traditional school

settings. Moreover, use of the same teaching methods for all students may be the main cause

(Alijani, Obyung, & Yanjun, 2014). The research method that will be used is a case study. The

goal of this case study is to illuminate teacher perceptions and potential barriers during school

wide implementation of blended learning. Crowe et al., (2011) states, that selecting the case is of

great importance, and should be one that merits reflections. Moreover, this study will be used to

help not only alternative educational settings, but all public schools of Georgia.

Research Design

Alijani, Obyung, & Yanjun (2014) assert that blended learning evolved from the merging

of technology and pedagogy. This method will provide scholars with more relevance in their

understanding of teaching and student’s learning (Alijani, Obyung, & Yanjun, 2014). The

research design consists of a qualitative case study methodology to identify teacher perceptions

in one of Georgia’s alternative schools, as they move from traditional to a blended learning

model. Yin (1994) states, that a case study approach should be used to answer questions that

focus on a “complex social phenomenon”. Moreover, case studies may guide novice researchers

in answering “how” and “why” questions (Yin, 1994). However, as with all research

methodologies there are some limitations with case studies. These limitations include lack of

systematic handling of data, and the fact that one case study may not be generalized to all

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populations. In addition, another limitation is that this research may take a significant amount of

time to complete (Yin, 1994).

This qualitative case study will help the researcher gather multiple sources of data,

strengthen the argument on the potential benefits of blended learning in Georgia’s alternative

schools, and support the validity of data collected by triangulation, member checking, and

auditing (Alijani, Obyung, & Yanjun, 2014). In addition, utilizing multiple data points produces

a situation where the case study’s conclusion are more convincing and clear cut (Yin, 2009).

Lastly, reporting the findings of this case study will hopefully evoke change in Georgia’s

schools, and give participants a voice for adopting blended learning programs when teaching

diverse student populations.

Bounds of Case

Experience that all participants have in common for this study is that they work at an

alternative school that serves a diverse student population. All of the participants teach students

with a wide variety of academic, behavioral, and learning deficiencies ranging from grade levels

6-12. In addition, this Title I alternative school just opted to implement a blended learning

program school-wide for the 2015-2016 school year. The ultimate goal is to combine

technology-based learning with traditional instruction, to make students more engaged in all

learning situations (Chia-Wen and Meng-Chuan, 2011).

Participants

The sample participants in this case study include a highly qualified regular education

teacher and a dual-certified special education teacher at an alternative school in Georgia. Two

teachers were purposefully selected from a Title I school, were 65% of the students receive free

or reduced lunch (Georgia Department of Education, 2014). These participants would complete

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face-to-face semi-structured interviews and participate in random classroom observations. These

participants represent a range of experience from 0 to 10 years of teaching experience, high

school level, different ethnicities, and contain a wide variety of school academic departments

including Technology, Arts, Math and Social Sciences. This was done to provide a general

spectrum of the demographic make up of educators at this site.

Table 1. Participant Demographics Pseudonym Gender Race Position Age Subject Exp Grade(s)

taughtDegree

Teacher A Alice

F C Science Teacher, Technology Department Chair

29 Science, Blended Technology

4 9-12 B.A.

Teacher B Maria

F AA Math Teacher

40 Algebra I & II, Geometry

12 9-12 M.A.

Note: M = Male. F = Female. C = Caucasian. AA=African American. Subject = main subject area the participant teaches. Exp = number of years experience in teaching. Degree = the highest degree achieved.

Participants were contacted through a secure email server called Lotus Notes. The consent

form was provided to the participants prior to participation of the study. In order to obtain IRB

(Institutional Review Board) approval for human subjects to be used in this study, the researcher

had to take a CITI course under Basic Human Subjects-Biomedical & Social Behavioral Focus,

No More Than Minimal Risk Research, complete the required forms required by Kennesaw State

University IRB, as well as the alternative schools district approval form signed and completed by

the school’s principal for permission to conduct the research study. To protect the participant’s

anonymity, pseudonym names were used and no other identifiers to link directly to the

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participant. Creswell (2012) states, that qualitative research must do no harm, protect privacy and

anonymity, and ensure participants remain confidential.

Research Context

This research study was conducted at a selected site in one of Georgia’s alternative

schools. Alternative school refers to educational settings that employ rigorous, relevent, effective

practices to meet the unique social, emotional, and academic needs of students considered to be

at-risk (Repetto et al, 2010). This site contains approximately 30 teachers highly qualified/dual-

certified in regular/special education in all of the following areas: Math, Science, Language Arts,

Social Studies, Technology, ELL (English Language Learners), Health and Physical Education,

and Electives. In addition, this research site contains a large population of students with learning

disabilities while being at-risk. At-risk is defined as “struggling students likely to drop out of

school or failing to work towards earning a high school diploma/ General Education Diploma

(GED), unless appropriate interventions are employed to address influences causing them to

leave school prior to graduation (Repetto et al, 2010). The student demographic consist of 50.8%

of the population are African American, 20.8% are Caucasian, 20.8% are Hispanic, 2.1% are

Asian, and 5.5% are Other. Of the total student body attending from grades 6 through 12, 74% of

the students are male while just 25% of the students are females. In addition, this is a Title I

school in which 70.83% of the students are at the poverty level, and are eligible for free and

reduced meals (Class Start, 2015).

This data collection site was very important in helping the researcher answer the research

question: What are teacher’s perceptions on school-wide implementation of a blended learning

program in an alternative school? Furthermore, this case study will inform alternative

educational programs in adopting a blended learning model to help address the issues at-risk and

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chronically underachieving students face, while reducing the likelihood of students dropping out

(Alijani, Obyung, & Yanjun, 2014).

Researcher Background and Role

For this qualitative case study, the researcher will take on the role of observer to gather

data, avoid deception to the participants, and ensure objectivity (Creswell, 2012). Potential areas

of subjectivity based on my experiences includes that fact that the researcher has had some

experience working in an alternative school setting, have used blended/traditional school

learning strategies as a master teacher, and have taught a diverse population of at-risk students

with a range of learning disabilities. Preconceive notions about teaching with technology include

that learners gain knowledge and understanding through a “constructivist” approach (Mayer &

Alexander, 2011). All learners benefit whenever technology is used, and at-risk students must be

taught differently than traditional students to cater to all learning modalities and ability levels. To

mitigate potential areas of subjectivity, the researcher will discuss personal beliefs and

assumptions in the beginning of the study, keep an open mind, and ask clarifying questions from

participants to further understand the text interpretation from their point of view. During data

collection from interviews and classroom observations, the researcher will take notes and record

interviews with a tape recorder. In addition, the researcher will check the credibility of the

research to eliminate bias by triangulation, member checking and auditing (as cited in Creswell,

2012).

Summary

This section describes the research design, bounds of the case, and participants that

would take part in the study. The research design consists of a qualitative case study

methodology to identify teacher perceptions, and the bounds of the case revealed that all

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participants have worked with a diverse student population. In addition, two teachers were

purposefully selected from a Title I school to participate in this study, and they both have a wide

range of experience in pedagogy and teaching strategies. The researcher will take on the role of

observer, and will discuss personal beliefs and assumptions in the beginning of the study.

Moreover, the research context and the researcher role/background was established clearly, to

ensure perceive notions are mitigated throughout the entire research process.

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Data Collection

Creswell (2012) asserts that there are several forms of data to be collected during research.

Many use different techniques, but at the heart of qualitative research is the desire to expose the

human part of a story (Jacob, 2012). For this qualitative case study, data was collected in the

form of observations, interviews, and documents from September 14, 2015 through September

25, 2015 at an alternative school in Georgia. This data will be used to identify teacher

perceptions on the school-wide implementation of blended learning in diverse school population.

Fidel (1984) asserts that the topic and method of the study should be explained to the

participants, and that no information is concealed from them. Moreover, the observations and

interviews were conducted in the participants work setting, and there was no attempt to control

or influence the data collection process (p. 279). Lastly, the researcher protected the privacy and

anonymity of the participants by using pseudonym names, and the interviews were recorded and

transcribed by Creswell’s research protocol.

Table 2.

Proposed Time Frame For Data CollectionTime Frame Activity General Purpose

Week of Sep 14-Sep 18

Week of Sep 21-Sep 22

Week of Sep 23-Sep 24

Week of Sep 24-Sep 25

Create Interview QuestionsSelect ParticipantsGather resources (tape recorder, etc.)

Observation Teacher A (20min)Interview Teacher A (5min)

Observation Teacher B (20min)Interview Teacher B (10 min)

Collect Supporting Documents

To prepare for data collection with participants.

To obtain information on teacher perceptions of blended learning model during implementation

To obtain information on teacher perceptions of blended learning model during implementation.

Provides supportive information on the effectiveness of blended learning

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implementation at an alternative school.

Interviews

Conducting face-to-face interviews provided the researcher with more data about

teacher’s perceptions of blended learning. Jacob (2012) states that there is a natural storytelling

urge and ability in all human beings that can bring out “astonishing, yet delightful results”.

Participants were notified that they would be interviewed subsequent of their classroom

observations. These semi-structured interviews were schedule during the participants planning

period on Sep 22 for Teacher A and on September 24 for Teacher B. They lasted for

approximately 5 to 10 minutes long, and covered topics such as background information on

participant, types of professional development received, personal experiences, factual

information and opinionated questions on the use of blended learning in Georgia’s alternative

schools. There were six open-ended non-leading questions, and spaces left in the margin to jot

down notes (see Appendix C). The topics of the first interview were to discuss (see Appendix D)

how blended learning looks in the participant school verses when blended learning is not used. In

addition, each participants were to identify his/her perception on the use of blended learning

during implementation in an alternative school. The second interview centered on perceptions

and personal experiences of blended learning along with the types of professional development

received by the participant (see Appendix D). The following table indicates the dates of each

interview, time length, and communication method.

Table 3. Participant Demographics Participant Date of Interview Time Length Communication MethodTeacher A Sep 22, 2015 5 minutes Face-to-face

Teacher B Sep 24, 2015 10 minutes Face-to-face

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Observations

Two twenty minute classroom observations were conducted for Teacher A and Teacher B

(see Appendix E). These participants specified that they used a blended learning model daily.

The researcher role was one of observer to gather good data and to avoid deception to the

participants. These observations were conducted in their natural settings one day before the face-

to-face interviews, to gain great insight on how the participants define and implement blended

learning into their pedagogy. The main goal was for the researcher is to understand how blended

learning is implemented, in the context of a diverse classroom setting.

Audiovisual materials and documents

Documents were collected from rich sources of text in the form of professional

development training about blended learning, a newsletter, and a prospective plan about e-

learning courses offered from the School Improvement Plan for the 2015-2016 school year (see

Appendix F). The documents were located on the school’s collaboration communities tool site,

and in their web based eClass online training shell. These samples will help the researcher get an

in-depth understanding on the demographics about teachers and students, if professional

development affects implementation, and how the school’s improvement plan align to what

teachers do daily. These documents will be analyzed, transcribed, and coded using text segments

according to Creswell (2012) data analysis techniques, to generate descriptions and/or themes (p.

250).

Data Analysis Procedures

Creswell’s (2012) states, that there are many methods that can be used to analyze

qualitative data, and the researcher must choose between these methods to answer research

22

questions posed. The research design utilized was a qualitative case study, to identify teacher

perceptions on the school-wide implementation of blended learning. After data collection from

various sources such as interviews, observations, and documents, the researcher completed

conceptual data analysis to examine the text and identify the intention, focus, and

communication trends of a group or institution. Conceptual analysis was also used to establish

the frequency of the concepts most often represented by words or phrases in the text (Busche, De

Maret, Flynn, Kellum, Le, Meyers, Saunders, White & Palmquist, 2012).

First, the researcher collected and organized the data into a color-coded folder system on

the computer to be transcribed. Creating tables, organizing materials by type, and keeping

duplicate copies of all forms of data is critical for researchers (as cited in Creswell, p. 238-239).

Next, data was transcribed within three days, so the researcher could obtain a general sense of

the material. Since this process was somewhat tedious, a large amount of time was set aside to go

through the data thoroughly. Conceptual analysis began with the researcher identifying the

research question, and choosing samples of text to code (Busche et al., 2012). Creswell (2012)

states, that coding involves segmenting and labeling text data to form descriptions and broad

themes. After labeling sections of text, the researcher jotted down notes in the margins on

various content categories. By reducing the text to categories consisting of a word, set of words

or phrases, the researcher could focus on specific words or patterns that are indicative of the

research question (Busche et al., 2012).

Creswell (2012) states that coding involves segmenting and labeling text data to form

descriptions and broad themes. After coding the entire text, the researcher reduced the list of

codes to a smaller number, especially where text became redundant or overlapping. Rules were

developed for the code in the form of a codebook, to ensure the researcher-coded things

23

consistently throughout the text the same way every time (Busche et al., 2012). Interpretations

was drawn from that coding process and rules were considered to ensure consistency and

coherence. Lastly, findings were represented in the form of a table, so researcher could get the

“big picture” so to speak on identifying teacher perceptions on school-wide implementation of

blended learning and the future impact this model have on student learning.

Reliability and Validity/Credibility and Consistency

Creswell (2012) states that researchers should validate their findings in numerous ways.

Validation involves checking the accuracy or credibility of the data collection, analysis, and

research process to reduce “bias” (as cited in Creswell, p. 259). Throughout this case study,

credibility was verified by triangulation, member checking, peer review and auditing.

Triangulation involved the researcher corroborating evidence from different types of data

collected from observations, semi-structured interviews, and documents. This ensured that the

researcher could draw upon multiple sources of information to establish themes. Next, member

checking was done to verify the accuracy of the participants account. When interview data was

collected from teachers that used a blended learning approach in the classroom, notes were jotted

down and recorded with a tape recorder. After transcribing this interview data, the researchers

notes and interpretations were checked by the participants, to verify the accuracy and fair

interpretations. This was another way to strengthen the reliability of the study. Peer reviews

enabled other graduate researchers to review the study and offer insights on strengths and areas

of improvement. An audit trail was established throughout the research process to increase the

credibility of the study, and more importantly ensure that data reporting is accurate (Creswell,

2012).

24

Another important component that researchers must be cognizant of, is the

trustworthiness of their research. Shento (2004) contends, that the trustworthiness of a

qualitative study can be established by employing specific criteria as the investigator. They are

credibility, transferability, dependability, and confirmability. As a qualitative researcher, all

criteria was achieved by discussing all of my beliefs and assumptions in the beginning of the

study, validating the research in numerous ways, and recognizing the weaknesses in the research.

Lastly, appropriate steps were taken, to reduce if not eliminate personal bias and subjectivity in

the research.

Ethical Considerations

Creswell (2012) states, that qualitative research must do no harm, protect privacy and

anonymity, and that participants must remain confidential. Before this research study began, IRB

(Institutional Review Board) approval was granted and informed consents were obtained from

the participants. Reasonable expectations were set at the beginning of the study, as to not blur

ethical boundaries. Throughout the data collection process, pseudonyms names were used to

maintain anonymity of the participants. The researcher remained open and transparent when

collecting data, and communicating with the participants about the purpose of the study. Data

was stored in a password-protected online file storage called Dedoose. Only the researcher had

access to these data files. Potential subjectivity that could have occurred during data analysis

were misinterpretation of data, or inconsistencies during the coding process. To reduce potential

bias and subjectivity, multiple peer reviews were done with other graduate researchers to address

ethical concerns raised throughout the study. Journaling during data collection and coding also

reduced bias, misinterpretations, or a negative influence on the data analysis process. Addressing

25

ethical issues in the research by following Creswell’s protocols (2012) helped researcher to

maintain an ethical code of conduct throughout the research process.

Summary

This chapter explored data analysis procedures, reliability, credibility, validity, and ethical

considerations. The researcher discussed data analysis in great detail along with methods for

transcribing and coding. In addition, researcher ensured reliability and validity by discussing

personal bias in the beginning of the study, all data collection and analysis followed Creswell’s

protocol (2012), and researcher drew upon multiple sources of information to establish

consistency. Peer reviews, audit trails and member checking by participants help established

validity in the data, and all ethical guidelines were followed to obtain consent yet protect the

privacy and anonymity of the participants in the study.

26

Chapter 4

Data Presentation

Blended learning is a relatively new learning model for 21st century students. The

combination of technology based learning combined with face-to-face learning could effectively

engage a diverse array of learners (Alijani, Obyung, & Yanjun, 2014). With Georgia’s schools

ranking low in student graduation rates, and pursuit of post secondary education by high school

graduates, policymakers must employ new pedagogical programs to help students achieve.

Blended learning programs may offer struggling students a way to navigate the educational

system through use of digital technology tools, individualize curriculum, and use of

constructivist cooperative learning strategies, to meet the needs of all learners (Alijani, Obyung,

& Yanjun, 2014). The purpose of this study is to identify teacher’s perception on the school-wide

implementation of a blended learning program. The research method to be used is a case study,

to identify teacher perceptions during the school-wide implementation of blended learning at one

of Georgia’s alternative schools. This research study will be used to help teachers improve their

pedagogical practices not only in alternative education, but all public schools in Georgia.

Figure 1. presents the data findings from the semi-structured interviews, classroom

observations, and rich sources of text documents. Data collected represented a summary of my

findings on blended learning. After coding and transcribing the data, themes emerged to support

teachers perceptions on the school-wide implementation of blended learning, student learning

outcomes, as well as the amount of technology used. In addition, classroom management,

amount of professional development received, and teacher perceptions during the process of

27

implementation had the greatest effect on the strategies used in the classroom. Moreover, data

showed mixed results on teacher’s awareness of blended learning, and how it should be used in

the context of an alternative school setting.

Figure 1.

Note: Themes emerged during blended learning implementation

Implementation

Participants were asked to describe an ordinary school day compared to how blended

learning is used and what it looks like in their school. Results indicated that when blended

learning is used, teachers pair different classroom instructional strategies with use of technology

based learning strategies. This could be in the form of cooperative learning, group work, direct

instruction, flipped classroom, and differentiation. One participant states “it is a mix of both

direct classroom instruction and online instruction” (Participant A Interview, 2015). Classroom

Implementation

Technology

Beneficial Learning

Outcomes

Professional Development

Classroom Management

Teacher Perceptions

28

teachers who use a blended learning approach pair traditional instruction with online learning in

a way that students are engaged, acquire new content knowledge, involves some form of

collaboration, while teachers provide supportive roles as a facilitator rather than the sole provider

of students learning. In addition, another participant stated “I am pleased with the

implementation of blended learning in our school…”, while another participant said “I don’t

know if what we are doing is really a true blended model”. It would appear that implementation

of blended learning could affect the success and/or failure of the program. If the program is

implemented with fidelity where teachers receive professional learning and adequate support,

then learning outcomes would be greater for the students, and teacher perceptions would appear

more positive. When blended learning is implemented poorly or teachers lack enough

professional training, teacher perceptions seemed disparaging and implementation procedures

adopted by theses teachers were often not apart of a blended learning model.

Technology

Another theme that emerged from the implementation of blended learning was the use of

digital tools and resources to aid in student learning. In addition, the use of a computer, and

Online Learning Management System (LMS) that offered a unified curriculum that all teachers

used in the PASS (Preview, Acquire, Summarize, Study) format, and use of various technology

tools to enhance teaching and instruction. The participant also stated that students could “ review

that content outside of school because it available 24/7 for them online”(Teacher A Interview,

2015). This means blended learning is convenient for teachers, students can have access to their

standards based learning curriculum at all times, and teachers are able to offer immediate

feedback on their progress with use of this online learning system. In addition, one participant

noted “this is an excellent way to teach students new material its broken down into four easy

29

sections and allows students to revisit umm… different parts of that PASS… to get’em a better

understanding”. This easy to learn PASS format would allow students to utilize technology to

provide a beneficial learning experience for all students, including those with specific learning

needs.

Digital tools and technology also supported teachers in their use of blended learning by

aiding students in the acquisition of new content material, the delivery of instructional materials,

allowing the use of online learning to show that students could demonstrate what they learned in

the blended classroom. Students noted during the classroom observations that they could also use

technology to track their progress and mastery of learning objectives parallel with their teachers.

Beneficial Learning Outcomes. After reviewing rich sources of text documents,

classroom observations, and interviews with participants, results were mixed for student learning

outcomes. It would appear that the implementation strategies used during blended learning, had a

direct effect on student outcomes. All of the data showed, that learning outcomes were

beneficial for every student, but when it came to the use of traditional verse blended learning one

method was not far better than the other. Learning outcomes includes the student’s ability to

retain, understand, and apply what they learn when specific teaching strategies are used. One

participant stated “I think students can really benefit from using blended online learning”, and

another participant stated “Oh some of the experiences they are they they dislike it because it’s a

lot of independent work and they just want the teacher to stand up there and teach them the

traditional way”. In addition, data showed that when students received some form of blended

learning paired with traditional learning strategies and implemented with fidelity, students

learning objectives could be met. On the other hand, data also revealed that traditional learning

30

for one participant, was a better format for students to learn. Since blended learning is a mixture

of traditional and online learning strategies, it would appear that the teachers perceptions varied,

because each participants have a different understanding of what blended learning is and/or looks

like when implemented in the classroom. This would account for the differences in their

perceptions of student learning outcomes. Gaining a better understanding of how it’s modeled in

the context of a classroom with diverse learners, could help teachers implement blended

learning with fidelity, consistency, and ensure learning outcomes are beneficial for all students.

Professional Development. Participants were asked to described if they had received

any professional development and/or technology support on the use of blended learning. Study

participants stated that they have received an abundant amount of professional learning from

county trainings, self-paced learning, workshops, and school facilitated sessions. “I have gone to

conferences… and attended…workshops about blended learning and its use at the school and

how it can benefit the alternative school system”. Another participant said “Well I have received

some technology tips just basic”. When implementing a blended learning program, many forms

of professional development are employed to support the teacher’s new pedagogical strategies

and students understanding of digital tools. In addition, most of the participants were very

pleased with the training received, and the amount time spent on understanding how to use

blended learning in the classroom. However, effectiveness of professional development cannot

be directly linked to beneficial learning outcomes for students, but by implementation strategies

used by teachers in the classroom during observations.

31

Classroom Management. After coding the data, many characteristics of classroom

management emerged. Participants noted that when students used some form of technology, their

were less behavioral problems and students are most often on task. Participants also said that

student’s behavior, intrinsic motivation, attitude, and productivity is better when blended

learning is used. “Students are working independently at the computer and seem to be engaged in

the lesson” is what one participant said. Another stated “I see a lot of students that don’t seem to

have behavioral problems”. It is clear that when student’s environments are rich in technology,

the teacher can provide a safe productive environment for students to learn. In addition, use of

blended learning allowed for students work to be customize to their ability levels. Every student

is not required to work in the same place at the same time, rather e-learning environments can be

established to meet students individual needs, yet address national and state curriculum based

standards

Teacher Perceptions. Participants were asked to described how they feel about the use

of blended learning in an alternative school setting. Perceptions of teachers were mixed, because

strategies for implementation differed. Perceptions described how they felt about a particular

strategy, lesson, or outcome, and this played a role in teacher’s behavioral and emotional

engagement in the classroom. One teacher stated “Oh some of the experiences they are they they

dislike it because it’s a lot of independent work and they just want the teacher to stand up there

and teach them the traditional way”. Classroom observation supported that when the teacher was

frustrated with blended learning, so was the students. Another teacher perception was “students

can understand I think that it gives them ownership for their own learning… and umm… I think

they would be more successful”. During classroom observations, students were very engaged and

positive about the learning process even when technology failed or students did not understand a

32

lesson they were learning on the computer. It would appear that teacher perceptions varied,

because of the various strategies used during implementation. If teachers receive more

professional training and support during, perceptions of blended learning might be more

optimistic.

33

CHAPTER 5

DISCUSSION

Blended Learning programs may change the way students acquire and learn new

knowledge, interact in digital environments, and navigate the 21st century as digital pioneers.

More importantly, teacher perceptions can influence implementation of blended learning

programs when put into practice in diverse school settings. The main goal of this study is to

identify teacher perceptions on the school-wide implementation of blended learning in one of

Georgia’s alternative schools. Some research has highlighted the potential benefits of blended

learning, however more literature is needed to support blended learning effectiveness in

alternative school settings (Hughes, 2007). The purpose of this study is to identify teacher

perceptions on blended learning when implemented school wide. The methodology used in this

research was a case study to gain an in depth understanding of teacher’s perceptions, and to

uncover any roadblocks during the implementation phase. Creswell (2012) states that the

investigator must make interpretations about the qualitative research to gain a greater meaning

about the phenomenon researched. The researcher followed all of Creswell’s methods to

interpret findings. They include answering the research question, making personal reflections

about the meaning of data, contrast findings with the current literature, identify limitations, and

offer suggestions for future research (Creswell, 2012).

Conclusions

Although there were some limitations in this study such as the participant’s sample size,

possible bias and influence from the researcher, and some oversight during the data

34

collection/analysis process, the researcher discussed all personal bias and subjectivity in the

beginning of the research. From this case study, the researcher attempted to answer the following

research question: What are teacher’s perceptions on school-wide implementation of a blended

learning program in an alternative school? Results showed that teacher perceptions was heavily

influenced during the actual implementation of the blended learning program. When participants

gained an adequate amount of professional learning, training, and used effective strategies for

implementation blended learning was considered beneficial for both teachers and students. When

teachers had little to no training in technology use, poor classroom management, ineffective

strategies during implementation and lack of professional development, use of blended learning

was perceived as ineffective. In addition, common themes emerged from the data collected from

observations, teacher interviews, and text documents. Themes that emerged include

implementation, technology use, beneficial learning outcomes, professional development,

classroom management, and teacher perceptions. As participants noted during data collection,

when blended learning is implemented with fidelity, learning outcomes are better for students

and the teacher’s perception is positive. One participant stated “I think that if done correctly…

and I think the program we have here is excellent… I think students can really benefit from using

blended online learning”, while another participant said “so being able to self-direct their

learning I think will be very beneficial if the… so if the… if the.. program in place is done

correctly… umm… in a way that students can understand I think that it gives them ownership for

their own learning… and umm… I think they would be more successful”.

In addition, classroom management, use of technology tools such as computers and

Learning Management Systems, professional development received onsite and countywide, had

an enormous impact on strategies used by teachers in the classroom, and how teachers perceived

35

the blended learning program. Another participant had a very different perception of blended

learning. “Oh some of the experiences they are they they dislike it because it’s a lot of

independent work and they just want the teacher to stand up there and teach them the traditional

way…umm..sometime the the Internet goes down and the kids they get frustrated they know they

supposed to use their textbooks”. Teachers that experienced poor implementation, had negative

perceptions of blended learning than those who had more training and ongoing support. It could

be that these teachers were overwhelmed with understanding this new learning model, not

properly trained in implementing blended learning strategies, and lack of support provided to

maintain a well managed classroom while using new digital tool and resources teachers and

students were unfamiliar with.

Recommendations

Suggestions for school-wide implementation of blended learning in Georgia’s alternative

schools include forming a technology team to help create a strategic vision for technology

implementation and new program initiatives. In addition, every school would benefit from hiring

or training technology coaches to provide one-one-one support for teachers, assistance with new

technology tools, and provide ease in changing the school’s climate to one where technology is

adopted and embraced. Moreover, having all teachers, parents and staff members receive

ongoing professional learning before, during and after implementation of a new blended learning

model would ensure better success at program adoptions and change the way teachers and

students engage in blended classrooms.

Implications

Research presented from this study will be used to improve Georgia’s schools, especially

when a blended learning model is used. Teacher perceptions of blended learning during

36

implementations is very important as it redefines how we deliver face-to-face and online learning

to students. It is imperative that we understand teacher perceptions of blended learning programs

during implementation, to ensure student success in all blended learning environments. Teachers

that receives an adequate amount of professional development, training on new technology tools,

support in the form of a technology coach, and research based strategies for implementation will

put forth their best efforts during the implementation of a blended learning program. It is my

hope that this research study will not only inform district level decision-making when it comes to

implementing blended learning in an alternative school, but also ensure that student learning,

teacher pedagogical practices, and new technology program policies improve.

37

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41

Appendix A

Initial Email to Contact Participants

Hello Teacher Name,

You are being invited to take part in a research study conducted by LaNadia Pugh of

Kennesaw State University.  Before you decide to participate in this study, you should read this

form and ask questions about anything that you do not understand. The purpose of the study is to

“Identify Teacher’s Perceptions on the use of Blended Learning School-wide in a an Alternative

School  Setting”. There are no known risks or anticipated discomforts in this study. No

compensation will be provided for this study. The results of your  participation will be

anonymous. No identifiable information is to be used and the researcher will ensure anonymity

by use of pseudonym names. Below I have attached a consent form. Please read thoroughly and

sign below.

Thanks for your participation.

LaNadia Pugh

42

Appendix B

Informed Consent

Title of Research Study: Teacher Perceptions on School-wide Implementation of a Blended Learning Program in an Alternative School

Researcher's Contact Information: Researcher: LaNadia Pugh Phone: 770-338-4855 Email: lanadia_pugh@gwinnett.k12.ga.us

Introduction: You are being invited to take part in a research study conducted by LaNadia Pugh of Kennesaw State University. Before you decide to participate in this study, you should read this form and ask questions about anything that you do not understand.

Description of Project: The purpose of the study is to “Identify Teacher’s Perceptions on the use of Blended Learning School-wide in a an Alternative School Setting”.

Explanation of Procedures: Participants will be asked to participate in a classroom observation and a face-to-face semi-structured interview recorded with a tape recorder.

Time Required: Classroom Observation would be between 10-20 minutes, and Face-to-face Interviews will be approximately 20 minutes long.

Risks or Discomforts: There are no known risks or anticipated discomforts in this study.

Benefits: There are no direct benefits for participating in this study on teacher perceptions of blended learning in an alternative schools.

Compensation: No compensation will be provided for this study.

Confidentiality: The results of your participation will be anonymous. No identifiable information is to be used and the researcher will ensure anonymity by use of pseudonym names.

Inclusion Criteria for Participation: Participants in this study should be at least 21 years of age.

Signed Consent

I agree and give my consent to participate in this research project. I understand that participation is voluntary and that I may withdraw my consent at any time without penalty. __________________________________________________Signature of Participant or Authorized Representative, Date

___________________________________________________

43

Signature of Investigator, Date

_____________________________________________________________________________

PLEASE SIGN BOTH COPIES OF THIS FORM, KEEP ONE AND RETURN THE OTHER TO THE INVESTIGATOR

Research at Kennesaw State University that involves human participants is carried out under the oversight of an Institutional Review Board. Questions or problems regarding these activities should be addressed to the Institutional Review Board, Kennesaw State University, 585 Cobb Avenue, KH3403, Kennesaw, GA 30144-5591, (470) 578-2268.

44

Appendix C

Interview Prompts

Question 1: What kinds of professional development training have you received on the use of

“Blended Learning” in Alternative Schools?

Question 2: What does “Blended Learning” look like in your school?

Question 3: Tell me about an experience you have had with using Blended Learning with

students in your classroom?

Question 4: What do you think about the use of Blended Learning models for all alternative

schools in Georgia?

Question 5: So far, how do you feel about the implementation of a Blending Learning program

in your school? Why?

Question 6: What does a typical school day look like when Blended Learning is not used?

45

Appendix D

Interview Transcripts

Pseudonym Alice (Teacher A)

Researcher: Alright, umm I’m with Teacher A pseudonym name Alice [pause] question one…

what kinds of professional development training have you received on the use of blended

learning in alternative schools?

Alice (Teacher A): I have attended… professional development sessions at the county level… I

have gone to conferences… and attended…workshops about blended learning and its use at the

school and how it can benefit the alternative school system [pause].

Researcher: Question two… what does blended learning look like in your school? [Pause]

Alice (Teacher A): In our school… students… are able to preview content ahead of time online

and … if they wish to… and receive direct instruction from the teacher on that content that they

have previewed… when they are at school… they also have the opportunity to review that

content outside of school because it available 24/7 for them online…it is a mix of both direct

classroom instruction and online instruction[pause].

Researcher: Question three… tell me about an experience you have had with using blended

learning with students in your classroom?[pause]

Alice (Teacher A): In my classroom the way that I use blended learning is I’ll have the students

preview the material …umm… when they enter the classroom… this is sort of a uhh like a…

warm up where they…where they will preview the material on their own and then I have them

do a two minute talk on the subject to see… or on the topic… just to a umm.. bounce some ideas

off of each other just on what they think we are going to discuss that day… I then go into the

lesson and that’s when I directly instruct my students.. we then.. go back to the… computers and

they are able to practice some independent… um… worksheets where…independent learning

where they will use whatever topic or skill we’ve covered that day to answer questions related to

that topic and then we come together again and we go over the questions or answers… the

questions they may have… with the material that they have just completed… then they are given

a homework assignment which they can begin in class if they have time [pause].

Researcher: Okay…Question four… what do you think about the use of blended learning

models for all alternative schools in Georgia?[pause]

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Alice (Teacher A): I think that if done correctly… and I think the program we have here is

excellent… I think students can really benefit from using blended online learning…umm in the

alternative school students sometimes have difficulty with umm.. adjusting to the classroom

environment… and so being able to self-direct their learning I think will be very beneficial if

the… so if the… if the.. program in place is done correctly… umm… in a way that students can

understand I think that it gives them ownership for their own learning… and umm… I think they

would be more successful

Researcher: Question five… so far, how do you feel about the implementation of a blending

learning program in your school? Why?[pause]

Alice (Teacher A): I am pleased with the implementation of blended learning in our school…

because we have a module that put together in a format that makes it very …clear… on the

objectives… that the students need to learn…we have a module in place that called a PASS

module… and it’s a acronym for preview…acquire…summarize and… study…umm… and I

think this is an excellent way to teach students new material its broken down into four easy

sections and allows students to revisit umm… different parts of that PASS… to get’em a better

understanding.

Researcher: Question six… what does a typical school day look like when blended learning is

not used? [pause]

Alice (Teacher A):Umm it would look like your traditional school day… students would come

in… and they would have there bell ringer that they would have to answer… they would

probably in my class would probably have to get the textbook perhaps and we would do some

readings together… use PowerPoint.. and the students would we be writing things down on paper

and pencil rather than using the computer… and other Word programs… Microsoft Word

programs and things like that… so it would just be a traditional school day that you would see in

a typical school that does not use online learning [pause]. The behavior of the students would

probably be….[pause] uhh…………… not as good, because I think they prefer that independent

learning and being able to take ownership of their learning and learn at their own pace… I think

the one thing about having your traditional school is the expectations that all students are in the

same place at the same time and are ready to learn in the same way and I think blended… you

allow students to learn own pace and learn how they want to learn what best for them and if I had

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to pick a preference of the two it would definitely be a blended learning model because while

students can learn at their own pace they have me to facilitate their own learning [pause].

Researcher: [inaudible] recording stopped.

Pseudonym Maria (Teacher B)

Researcher: “Alright I’m here to interview Teacher B pseudonym name is Maria… question

one… what kinds of professional development training have you received on the use of blended

learning in alternative schools?”[pause]

Maria (Teacher B):” Well I have received some technology tips just basic… [beep] (speaker

announcement comes over the schools intercom “Mrs. E you have a phone call in the front

office, Mrs. E you have a phone call in the front office”) Basic technology tips and.. I have done

eClass training with the county for about 5 or 6 weeks umm, course.”[pause]

Researcher: “Un-huh”…

Maria (Teacher B): …”and everything else I learned on my own”.

Researcher: “Okay, question two what does blended learning look like in your school? [Pause]

Maria (Teacher B): “Blended learning looks like in my school a combination of things…

depending on which classroom you go to… For my class it consist of a computer… which they

use eClass a computer based program… umm… direct instruction… sometimes I let the students

get up and teach the students… that helps reinforce learning. And umm… maybe some after

school help support with the math. [pause]

Researcher: Question three… tell me about an experience you have had with using blended

learning with students in your classroom?[pause]

Maria (Teacher B):”Oh some of the experiences they are they they dislike it because it’s a lot

of independent work and they just want the teacher to stand up there and teach them the

traditional way…umm..[pause] sometime the the internet goes down and the kids they get

frustrated they know they supposed to use their textbooks .. if they don’t have internet

connection but sometimes they just… depended on the computer when they want the computer

but more times than none they want the teacher to stand up there and teach them…and they want

immediate feedback…umm…on the math skills. [pause]

Researcher: Question four… what do you think about the use of blended learning models for all

alternative schools in Georgia?[pause]

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Maria (Teacher B): Well right now it’s a test…were testing it right now to see if it really

works…I don’t know if what we are doing is really a true blended model… umm… It probably

would work in other alternative schools… but right now I think we just trying it out and testing it

because I don’t think we are truly doing a blended model type of teaching… [inaudible

mumbling… pause]

Researcher: Question five… so far, how do you feel about the implementation of a blending

learning program in your school? Why?[pause]

Maria (Teacher B): … Well the implementation is not new to this school some of the teachers

used it last year and the previous year… for that… but this year if my first year using it and the

implementation we got thrown into it… and umm… not only are the students learning but the

teachers are learning how to use the system…and umm… some other teachers… they were put

in place to design the system and… for the teachers they just have to go in and learn on their own

how to navigate through the system… the teachers and students are learning at the same time.

[pause]

Researcher: Question six… what does a typical school day look like when blended learning is

not used? [pause]

Maria (Teacher B): When blended learning is not used you see teachers up in front of the

classroom teaching the students… the students are motivated and engaged and asking questions

and on task…and they have they have umm…their grades look better… they they understand the

skills…its just.. traditional way of teaching works a lot better than the blended eClass…the

blended model …umm… just trying to get kids used to this computer thing is…difficult.[pause]

Researcher: This concludes this interview with teacher B.

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Appendix E

Observation Notes

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Appendix F

Sample Documents

OUR INSTRUCTIONAL VISION

Educators at GIVE Center East will be committed each and every day to:

Providing highly effective instruction focused on outcomes

Engaging in focused and structured planning shared through the eClass tool using the PASS format

Collaborating with colleagues to ensure continuous quality improvement and best practices

Creating a blended classroom that maximizes instructional time and ensures 24/7 access to a mastery based curriculum aligned to the GCPS AKS

Using frequent formative assessment and common summative assessments to inform instruction and intervention

Differentiating instruction (remedial and accelerated)

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hello from the blended learning deparment

BLENDED LEARNING DEPARTMENT NEWS LETTER

Happy Monday,

I hope that your journey through eClass has been a positive one and that you are beginning to see the innovative things you can accomplish through the use of the eClass tool. Watch the following video about “Flipped Classrooms”. Several of you have embraced the new technology and have hit the ground running. Others have begun taking advantage of the sandbox that was setup for each of you in order to provide you with a place to play around and practice using the tools within eClass. 

The blended learning department is here to help answer any questions that may arise as you gain familiarity with eClass. Additionally, your developers will begin to setup training sessions and will begin creating how - to videos that will be distributed via the Blended Learning Department Newsletter in our Tech Tip of the Week. See this week's Tech Tip of the Week below.

Sincerely,Blended Learning Department

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tech tip of the week: news itemstrainin5 session opportunity -

eclass basicsMr. Frye will be hosting an eClass Basics training session on Wednesday August 13, 2014 from 9:55 - 10:40am. Mr. Frye will highlight some of the basics in regards to navigating eClass and will answer any questions that your team may have in regards to eClass.

Date: August 13, 2015Time: 9:55 - 10:40amLocation: Frye's Room 1.143Who: 1 representative from each team

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G.E.A.R. – Blended Learning Lab(Rebound, Recovery, Rescue & Reconnect)

Provide Math and/or Literacy Remediation courses

Self-paced setting

Hours – 8am – 4pm

Course Modules

o Teacher developed eClass course shells designed to provide students with flexible instruction while demonstrating content mastery

o Upon entrance, student take a variety of pre-test identifying knowledge of the course AKS. The results of these pre-test will drive module development.

o Offering all core courses

Completion Requirements

o Mastery of all course AKS as demonstrated on required EOCTs, final exams, and/or post-tests.

TEAM D – RED LINE SCHEDULE (PILOT Year)(Dropout Prevention Program)

Who: 4th, 5th, and 6th Year students with minimal credits

What: Highly at-risk students enrolled in a sequence of courses designed to prepare them for college and/or the workforce. Potential courses include:

Reading Intervention (w/ Test Prep) Math Strategies (w/ Test Prep) Life Skills Service Learning Work Based Learning Study Skills (embedded College and Career) Dual Enrollment

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Appendix G Code Book

Table 3Teacher Perceptions of Blended Learning Codebook

Code Information

Professional Development

Professional Development refers to systems where teachers are supported and prepared to be a high quality workforce (Carter, Smith, and Killians, 2015).

Features: How a participant receives training on the use of instructional technology.

Indicators: District developed/local school trainings, workshops,

Rule(s): This is any information about the technology training that the participants received. This is not information about the students training or student’s technology experience.

Strategies for Implementation

Features:

Implementation refers to “adoption of infrastructure on the whole organization requiring all teachers to be fully engaged, working collegially, and providing support roles to achieve great fidelity in intended outcomes” (Ingemarson et al, 2014, p.48-49).

Participants mention something about how a lesson is taught, the ways in which students gather information and learn or the methods used in the classroom generally with students.

Indicators: Instruction, cooperative learning, teach, one-on-one, PASS format, feedback, student goal setting, monitor student progress

Rule(s): The decision to code strategies for implementation is made by looking at lesson structure or the way the participant talks about teaching their students. If the participant refers to instructing their students or activities students do in the classroom to acquire/assimilate information regularly, this is a strategy for implementation.

Technology Technology refers to using electronic and digital tools in a way to enhance learning and provide a beneficial experience for all students. This allows student progress to be tracked and analyzed, while fine- tuning the instructional delivery of learning objectives to corresponding curriculum units. Teachers can track student progress, collect data about the student, and even break down the data to address students strengths

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Code Information and weaknesses (Flair, 2014).

Features: Participants mention any kinds of technology tool/device that students use or benefit from. Technology also refers to digital tools/resources used in their teaching of content/curriculum standards, and students use to show acquisition or demonstration of knowledge learned.

Indicators: Using technology tools, computers, learning management systems, e-Class

Rule(s): Use of technology can be used to enhance teaching strategies.

Learning Strategies

Features:

Indicators

Rule(s):

Characteristics of Blended Learning

Features:

Learning Strategies gives students the ability to utilize different methods of instruction across classrooms, learning becomes more personalized, students gain opportunities to work collaboratively, and teachers encourage more effective use of digital tools and resources (Alijani, Obyung, & Yanjun, 2014).

Participant’s mention something about how students are learning, what mode of delivery they are using to help students acquire information. Learning strategies are researched-based, support a diverse array of learning styles, and can be used for multiple grade levels or content areas.

PASS (Preview, Acquire, Summarize, Study), unified curriculum, teachers/students role in the learning process, assessment use, data collected from student

This is any information about the participant’s help their students learn.

Blended Learning (BL) is defined as facilitating the effective combination of different modes of delivery, models of teaching, and styles of learning that is founded on transparent communication (Chia-Wen and Meng-Chuan, 2011).

Participants mention any kinds of technology tool/device and/or strategy that students use in and outside of the classroom to learn. Use of face-to face learning strategies along with traditional learning strategies employed at designated times to enhance the way students acquire new content knowledge and show mastery of learned skills.

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Code Information

Indicators:

Rule(s):

Behavior/Classroom Management

Features:

Indicators

Rule(s):

Strategies for Traditional Instruction

Features:

Indicators

Use/Non use of the computers to learn, teacher directly instructing students, learning management systems, self-pace instruction, e-learning environments, independent learning

This is any information about the use of traditional/online learning strategies for teachers and students.

Classroom Management strategies are used by teachers to create a safe, productive classroom environment where students understand the critical importance of respecting diversity, developing relationships, and recognizing behaviors as a form of communication. Common classroom management techniques include setting clear expectations and consistently enforcing and modeling the rules (Loeser, 2015).Participants mention anything about student’s behavior, attitudes, or actions in the classroom that may have an adverse affect on their learning. How the teacher ensures a safe, productive, positive learning environment for teacher and student.

Student behavior, attitude and productivity. Teacher ability to provide a safe classroom with expectations for academic and behaviors, engagement, motivation

This is any information about how the participant’s help students manage their behaviors while learning inside the classroom and out.

Traditional Instruction/Strategies involve the use of research-based best practices to meet the needs of the learner. Teachers focus is primarily on text/literature, independent study, lectures and live face-to-face classroom sessions (Adams, 2013).

Participants mention something about how students are learning without the use of technology, and models of delivery they are using to help students acquire information while use of non-technology tools.

Nontechnology tool use, paper, textbook, pencil, lecture, direct instruction at the board

This is any information about how the participant’s help students learn

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Code Information

Rule(s):

Learning Outcomes

Features:

Indicators

Rule(s):

TeacherPerceptions

Features:

Indicators

Rule(s):

Unsure

without use of digital tools/resources.

Learning Outcomes can be defined as the student’s ability to focus on long-term retention, understanding and application of new information. In addition, learning outcomes involves what they learn, the quantity/quality, and how they gain a greater understanding of coherent/relational knowledge to prior life experiences (Prosser and Sze, 2014).Participants mention something about the achievement/non-achievement of students after instructional delivery occurred.Beneficial for students, learn more, perform better, not great for students, difficulties in learningThis is any information about how the participant’s instruction/strategies produced positive/negative outcomes for students learning.

Teachers perceptions refers to “roles and associated behaviors in learning environments that can have significant influence on student's behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315).

Participants mention point of view or how they feel about a particular strategy, lesson or outcome rather the students are involved or not.

I think this is great, or I don’t like it when…, I feel that…

This is any information about how the participant’s feel, attitudes, or beliefs, or views about a particular matter.

Participants mention something that seems important but it does not fit neatly into an existing code.

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Patterns in the Data

Table 4Themes Categories

Category Code Best quote from data to represent associated code

Implementation

Technology

BeneficialLearningOutcomes

Professional

Strategies used by teacher to help student’s learn/acquire information.

Fidelity

Bad Implementation

Digital tools/resources that aid in student learning

Use of technology tool to enhance teaching/instruction

Students mastery of learning objectives/ successful strategies used by teacher

Support and training provided to

“students… are able to preview content ahead of time online and … if they wish to… and receive direct instruction from the teacher on that content that they have previewed”

“it is a mix of both direct classroom instruction and online instruction”

“I think that if done correctly… and I think the program we have here is excellent”“I am pleased with the implementation of blended learning in our school..”

“I don’t know if what we are doing is really a true blended model”

“ review that content outside of school because it available 24/7 for them online”“we have a module in place that called a PASS module… and it’s a acronym for preview…acquire…summarize and… study”“this is an excellent way to teach students new material its broken down into four easy sections and allows students to revisit umm… different parts of that PASS… to get’em a better understanding”

“For my class it consist of a computer… which they use eClass a computer based program”“using the computer… and other Word programs… Microsoft Word programs and things like that”

“alternative school students sometimes have difficulty with umm.. adjusting to the classroom environment… and so being able to self-direct their learning I think will be very beneficial”“I think students can really benefit from using blended online learning”“students can understand I think that it gives them ownership for their own learning… and umm… I think they would be more successful”

“Well I have received some technology tips just basic”“I have attended… professional development sessions at the county

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Category Code Best quote from data to represent associated code

Development

Classroom Management

TeacherPerceptions

help teachers grow professionally

Training that aid in student learning

Teacher provides safe, productive environments for students to learn

Personal feelings about blended learning

level”

“I have gone to conferences… and attended…workshops about blended learning and its use at the school and how it can benefit the alternative school system”

“students are working independently at the computer and seem to be engaged in the lesson”“The principle walked in to talk with the teacher. The students are on task, working quietly, and know what is expected of them.”“I see a lot of students that don’t seem to have behavioral problems”

“students are working independently at the computer”

“Oh some of the experiences they are they they dislike it because it’s a lot of independent work and they just want the teacher to stand up there and teach them the traditional way”“traditional way of teaching works a lot better than the blended eClass”“sometimes I let the students get up and teach the students… that helps reinforce learning”

Category SummaryImplementation

After coding the data, participants noted that implementation of blended learning had an

enormous impact on the successes and failure of the program. One participated felt if the

program was implemented with fidelity, then learning outcomes would be greater for the

students. Great strategies for implementation were identified along with, implementation

procedures that teachers felt were not apart of a blended learning model. These strategies

included cooperative learning, independent learning, group work, traditional instruction etc.

Technology

Various forms of technology were found while coding the text. Technology use could be in

the form of a computer, smart board, or use of an online learning management system. Both

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participants noted that technology played a part in the use of blended learning. When technology

failed, participants noted their reactions, and how it affected the learning outcomes of students.

Technology is a key component of a blended learning program, and gives teachers and students

24/7 access to their curriculum.

Beneficial Learning Outcomes

Data showed that the learning outcomes for students were beneficial. When students

received some form of blended learning implemented with fidelity, learning objectives could be

met. However, data also showed that when students learn in a traditional format students learn

better, are more receptive to direct instruction and have better grades. It could be that each

participants have his/her own beliefs about how blended learning improves student outcomes.

This would account for the differences in student learning outcomes and their varied perceptions.

Professional Development

It was noted that when implementing a new learning model, many forms of professional

development are employed to support the teachers and students. Study participants stated that

they have attended county trainings, workshops, school facilitated professional learning as well

as self-directed learning. Professional development is important in the implementation of

blended learning programs, and can ultimately affected teacher effectiveness in the classroom.

Classroom Management

Characteristics of classroom management and student behavior was apparent when coding

the data. Teachers noted that students were independent learners, engaged, motivated and on task

when blended learning was implemented. Blended learning can be used to meet the needs of all

diverse learners in the classroom.

Teacher Perceptions

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After coding, teacher perceptions was apparent throughout the data collected. Results were

mixed as participants had varying views of blended learning. One participant who experienced

the implementation of blended learning with fidelity had a more positive attitude towards

blended learning in an alternative school. Where implementation was poor, perceptions and

attitudes of blended learning were negative. It would appear that teacher perception is greatly

affected by how blended learning is implemented, how teachers are supported, and defined

learning outcomes for students.

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