Teachers’ Perceptions of the Use of Blended Learning for Instructional Delivery and Student Production in K-12 Classrooms

Janet Turner, Wanda F Young-Lowe, Jodi Newton

Abstract


This study seeks to determine teachers’ perceptions of the benefits of blended learning by grade span groupings: elementary, middle, and high school teachers and to examine teachers’ perceptions of their use of blended learning for instructional delivery and student production. The rapid growth of blending learning has created need for investigations into teachers’ perceptions of the benefit of blended learning. Data were gathered using quantitative research techniques with the use of a Likert scale on a three-part survey that analyzed a total of 460 public school teachers’ perceptions regarding blended learning as an instructional delivery approach in the classroom. The researchers designed the Turner & Young Technology Teacher Survey to study how teachers perceive blended learning in the classroom controlling for grade span groupings. The findings of this study indicated differences in teachers’ attitudes about the benefit of blended learning by grade span groups, particularly as it relates to instructional strategy. In addition, the results of this study indicate that as teachers recognized the benefits of blended learning, teachers also increased their use of blended learning for instructional delivery and for student production. This research adds to a small literature base examining the use of blended learning by grade span groupings.

This study seeks to determine teachers’ perceptions of the benefits of blended learning by grade span groupings: elementary, middle, and high school teachers and to examine teachers’ perceptions of their use of blended learning for instructional delivery and student production. The rapid growth of blending learning has created need for investigations into teachers’ perceptions of the benefit of blended learning. Data were gathered using quantitative research techniques with the use of a Likert scale on a three-part survey that analyzed a total of 460 public school teachers’ perceptions regarding blended learning as an instructional delivery approach in the classroom. The researchers designed the Turner & Young Technology Teacher Survey to study how teachers perceive blended learning in the classroom controlling for grade


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DOI: https://doi.org/10.5296/ijld.v8i2.12863

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