Date of Award
1-1-2018
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Content Description
1 online resource (x, 208 pages) : illustrations (some color)
Dissertation/Thesis Chair
Reza Feyzi-Behnagh
Committee Members
Hal Lawson, Alan Wagner
Keywords
blended learning, disruptive innovation, high school, student engagement, teacher perceptions, virtual learning, Blended learning, High school teachers, Education, Secondary, Educational technology, Internet in education
Subject Categories
Educational Technology
Abstract
Increasingly, more high school teachers are providing instruction using blended learning. This provides benefits to students such as having more time flexibility in their learning as well as the ability to work through assignments at their own pace (Oliver & Kellogg, 2015). However, this also involves student challenges, such as the need for self-motivation and time management.
Recommended Citation
Culbertson, Pamela, "High school blended learning courses : teacher beliefs, perceptions of experiences, and recommendations" (2018). Legacy Theses & Dissertations (2009 - 2024). 2032.
https://scholarsarchive.library.albany.edu/legacy-etd/2032