Educational Technology Commons^™

Factors Influencing Student Satisfaction With Blended Learning In Pedagogical Skills Training In Vietnam, Pham Thi Binh, Vu Thi Mai Huong, Nguyen Thi Bich, Kieu Phuong Thuy

Higher Learning Research Communications

This study investigates the structural determinants of student satisfaction with blended learning (BL) within pedagogical professional development modules at a Vietnamese university of education. Utilizing a partial least squares structural equation modeling (PLS-SEM) approach, with a large sample of 1,121 pre-service teachers, the research evaluates the relative influence of five key factors: instructional quality, learner agency and professional awareness, technological infrastructure, course content, and institutional support services. Results indicate a high overall level of student satisfaction. The structural model explains 63% of the variance in satisfaction (R2 = 0.63), with instructional quality identified as the most significant determinant, …

Examining Academics’ Decision-Making Processes And Implementation Challenges Of Blended Learning Models For Future Higher Education, Devrim Akgunduz, Aysegul Kinik Topalsan

Higher Learning Research Communications

Objectives: Blended learning has gained increasing attention in higher education as a hybrid approach that integrates face-to-face and online modalities. This study investigates academics’ decision-making processes and challenges in implementing blended learning models to inform future educational practices.

Methods: An exploratory case study design was employed. Data were obtained from academics representing multiple faculties who participated in a professional development program on technological approaches and learning models. Participants completed the Blended Learning Sub-Model Preparation Form, which was analyzed to identify preferences and challenges in adopting blended learning.

Results: Findings reveal a clear preference for sub-models such as the flipped classroom, …

Students’ Motivation For Online Learning Of English As A Second Language Through The Lens Of The Self-Determination Theory, Wajeeh Daher, Ahlam Anabousy, Ahmad Amer, Nael Issa

Higher Learning Research Communications

Learning English as a second language (ESL) can be challenging for students, so it is essential to keep them motivated. One way to motivate students is through electronic programs (e-programs) that can enhance their motivation to learn. This research examined student learning motivation through the lens of the self-determination theory (SDT), with 39 preparatory-year students participating and learning in a blended context. Nine students were interviewed regarding their motivation to learn English using the electronic program, and both quantitative and qualitative research methods were used to examine participants’ motivation to learn English in that context. The quantitative results indicated that …

Designing Faculty Standards For Technology Integration In Higher Education Institutions: A Design-Based Research Study, Helen Crompton, Diane Burke, Christine Nickel

STEMPS Faculty Publications

This design-based research study responds to the call from scholars, organizations, and institutions to address the gap in scholarly knowledge regarding the lack of technology standards for faculty in higher education. These standards cover the three areas of faculty workload: teaching, research, and service. Conducted over two iterative macro cycles, this unique study engaged 114 participants, including faculty from a range of disciplines and institutional types, accreditation organizations and coordinators, and education and technology organizations. The outcome is a framework comprising six faculty standards; Instructor, Coordinator, Leader, Researcher, Learner, and Contributor. Each outcome is accompanied by practical indicators that support …

An Investigation Of High School Students' Perceived Well-Being In A Flexible Blended-Learning Program Through The Lens Of Self-Determination Theory, April Burton

Boise State University Theses and Dissertations

This dissertation explored how participation in a flexible blended learning (FBL) program relates to high school students’ sense of well-being, as defined by self-determination theory (SDT). SDT suggests that fulfilling three basic psychological needs is considered essential for well-being and optimal functioning. Using a mixed-methods approach, this study investigates how an FBL program affects high school students’ perceptions of the fulfillment of psychological needs — autonomy, competence, and relatedness. The study involved high school students enrolled in FBL courses in a midwestern school district in the USA. Data were collected through surveys adapted from the Students’ Basic Psychological Needs Survey …

Enhancing Online And Blended Course Design Through Conversations And Observations: The Role Of Stakeholders, Chris Smith, Darlene Schaefer, Geetanjali Soni, Thomas Cooper, Meghan Mcgrath

Developmental Disabilities Network Journal

Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning …

From Heuristic Approach To Agile Mindset, Miloslava Cerna, Anna Borkovcová, Simon K.S. Cheung

Journal of Educational Technology Development and Exchange (JETDE)

Agile learning applies agile principles to education and fits the creation of the learning content. This article discusses ways to incorporate agile learning in undergraduate programs. It investigates the adaptation of the didactic scenario that utilizes the principles of agile learning, based on a case study conducted in an undergraduate program on tourism management in a Czech university. Through the case study, a variety of ways in cognition is explored, from a heuristic approach to an agile mindset, and from a tried-and-true scheme to agile ways. Didactic scenarios of content creation scheme are designed, visualized, and compared. Promising results are …

Editorial Commentary To The Special Issue On “Transformative Educational Technologies: Innovations Across Disciplines And Contexts”, Richard Chen Li, Simon K. S. Cheung, Lam For Kwok

Journal of Educational Technology Development and Exchange (JETDE)

Technologies have been playing a transformative role in reshaping educational landscapes across various disciplines and contexts. This special issue aims to explore diverse applications of educational technology in different educational settings, ranging from pre-tertiary education to vocational training. The technologies analyzed include wearable devices that assess emotional engagement in learners and smart classrooms that promote cooperative and collaborative learning among entire classes, highlighting the trend toward learner-centered approaches in education. Together, these studies emphasize the transformative potential of technology in fostering innovative teaching strategies, improving learning outcomes, and addressing the evolving needs of both learners and educators. By presenting empirical …

Experiencing The Shift: How Experiential Blended Learning Professional Development Enhances Teacher Self-Efficacy, Shannon N. Tabaldo, Ashley L. Ireland

Journal of Catholic Education

This qualitative study examines how participation in a multi-year, experiential professional development program—the Academy of Blended Learning (ABL)—shaped teachers’ perceived self-efficacy in implementing blended learning. Grounded in Bandura’s self-efficacy theory, Bruner’s constructivism, and Knowles’ adult learning principles, the study drew on semi-structured interviews and instructional artifacts from eight teachers in Catholic schools serving historically marginalized communities in California. Findings suggest that ABL participation was associated with increased instructional confidence, a stronger sense of professional purpose, and greater enthusiasm for student-centered, technology-enhanced learning. Teachers attributed these shifts to ABL’s design, which emphasized active participation, collaborative inquiry, differentiated instruction, and development of …

Technology-Enhanced Professional Development For Early Literacy: A Comparative Study Of Online Teacher Learning Models In Kenya, Constanza Uribe-Banda

Theses and Dissertations (Comprehensive)

Growing recognition of early literacy as essential for lifelong learning, along with evidence that teachers’ mastery of foundational literacy instruction influences student outcomes (Darling-Hammond et al., 2017; UNESCO, 2020), has led to increased investment in teacher professional development. Despite these efforts, many educators face significant challenges in accessing high-quality training, particularly in resource-constrained settings where geographical barriers and limited institutional support persist. This is especially true in rural Kenyan communities, where teachers often work in under-resourced schools with unreliable electricity and internet connectivity yet bear responsibility for laying critical literacy foundations. The present study examines the potential to deliver effective …

Barriers Principals Face Integrating Blended Learning In Secondary Schools, Lacey Tremaine Ajibola

Electronic Theses and Dissertations

The purpose of this qualitative case study was to explore the barriers secondary principals encounter integrating instructional technology as a part of a blended learning model. Existing research investigating the barriers principals face is limited and fractured and is mostly examined from the perspective of teachers. Therefore, this study provided data on the perspective and experiences of principals as technology leaders and their perceived barriers to implementing blended learning models. The researcher aligned the research questions to the International Society for Technology in Education Standard for Educational Leaders as a conceptual framework. Interviews with 11 secondary principals from the same …

Visions Of Tomorrow: Using Blended Learning To Increase Student Motivation And Comprehension, Abby E. Majestic

Masters Projects

In schools across America, teachers struggle to motivate all their students to read within their classroom. It is necessary, therefore, that teachers structure their literacy classes in ways that encourage student motivation while providing opportunity for structured learning. Kervin et al. (2013) found that their students’ interests and engagement mainly motivated teachers when creating lessons that utilized technology. This technology use has been proven to increase student engagement and motivation within the classroom (Pragasam & Sulaiman, 2023). Researchers have been leaning into this idea and have created blended learning programs as ways to study the effectiveness of technology within the …

Improving Reading Outcomes Through Blended Learning, Jennifer Rasberry

Education Theses and Dissertations

This paper was framed and studied using Improvement Science Dissertation in Practice. Using a framework grounded in improvement science allows the research practitioner to participate in Plan, Do, Study, Act (PDSA) cycles. Iterative mini-experiments known as the "Plan-Do-Study-Act" (PDSA) cycle allow educators to discuss potential changes, put them into action, evaluate the outcomes, and then make a final decision on how to proceed (e.g., whether to adopt, modify, or scrap the change entirely). Bryk et al., (2017) state that PDSA cycles during research educators learn quickly and affordably which treatments work and, afterward, how to integrate them to achieve excellent …

Are Assignments And Assessments Necessary? — Influence Of Micro-Course Utilization Methods On Blended Teaching Effectiveness, Jing Zhao, Astri Yulia, Mohamed Ayob Bin Sukani, Rina Abdul Shukor

Journal of Educational Technology Development and Exchange (JETDE)

The increasing convergence of online and offline teaching methodologies necessitates a comprehensive understanding of how to leverage micro-course resources for optimal educational outcomes. This research investigated the effects of various micro-course utilization strategies on undergraduate design students’ learning outcomes through comparative experiments in blended learning. The objective was to ascertain whether structured learning tasks, assessments provided by instructors, and monitoring of student progress could augment engagement and performance compared to an unstructured approach to micro-course content. A single-factor experimental design was employed, involving two entire classes from the same major over an 119-day period. The study concentrated on the influence …

Occupational Therapy Educators’ Self-Efficacy To Teach In A Blended Curriculum, Inti A. Marazita, Amy Adcock, Mary Shotwell

Journal of Occupational Therapy Education

Educational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' self-efficacy to teach in a blended curriculum. This qualitative study aimed to examine the …

Academic Communities Of Engagement: Exploring The Impact Of Online And In‑Person Support Communities On The Academic Engagement Of Online Learners, Kristian J. Spring, Charles R. Graham, Courtney N. Hanny, Sara Tuiloma, Kamal Badar

Faculty Publications

Institutions of higher education are interested in supporting the academic success of their students in the most effective ways possible. Increasingly, this means engaging students in a blend of both online and in-person learning activities as well as connecting students with supportive communities in both modalities. This research explores the efforts of an institution that is trying to create positive post-secondary learning experiences for thousands of adults who have experienced significant barriers to accessing higher education through traditional routes. Students around the world are supported through both online and local, in-person communities created to support their academic engagement. In this …

Time To Transform: Challenges And Opportunities For Teaching Practice During Covid-19 And Beyond, Muhammad Abid Malik Mam, Hina Amin Ha, Saleha Ali Sa

The Qualitative Report

Teaching practice is one of the most significant components of a teacher education program that prepares prospective teachers for a fast-changing and technology-infused world. However, in many developing countries like Pakistan, it has remained stuck in the traditional methods (face-to-face, without proper utilization of technology) which made it vulnerable during COVID-19. This study explores teaching practice methods and strategies used by Pakistani universities before and during COVID-19. It further identifies the causes behind its deficiencies to prepare prospective teachers for the challenges of the current era. Using semi-structured interviews, data was gathered from nine teaching practice supervisors from nine different …

The Impact Of The Blended Learning Approach On Sustainable Efl Learning In An Egyptian Context, Wesam Khairy Morsi

English Language and Literature

The blended learning approach (BLA) is a popular trend in higher education because it combines the merits of traditional, face-to-face (FTF) learning, and online learning. This research aims to investigate the effect of implementing the BLA via eLearning on Egyptian undergraduates’ EFL reading and writing achievement compared to their peers’ achievement who only received FTF instruction. The study is qu- asi experimental. A total of 55 freshmen at a private university in Egypt were divided into two experi- mental (study) groups and one control (FTF) group. Students had a reading and writing pre-test before the treatment, and after the treatment, …

Barriers And Enablers To K-12 Blended Teaching, Courtney N. Hanny, Karen T. Arnesen, Qi Guo, Jordan Hansen, Charles R. Graham

Faculty Publications

The attributes of post-pandemic blended teaching (BT) will more closely resemble pre-Coronavirus conditions than the outbreak’s emergency remote teaching. Thus, barriers and enablers for teachers transitioning to BT after emergency remote teaching will be similar to those of early BT adopters. K-12 research has identified external and internal barriers and enablers to technology integration but has largely overlooked those of BT. This study involved analyzing 62 interviews of K-12 blended teachers to discover factors that enabled BT, stood as barriers to initial and continued blending efforts, and helped teachers overcome barriers. Teacher-perceived barriers included, among others, costs perceived as outweighing …

Institutional Support For Academic Engagement In Online And Blended Learning Environments: Exploring Affective, Behavioral, And Cognitive Dimensions, Charles R. Graham, Jered Borup, Sara Tuiloma, Adriana Martínez Arias, Ross Larsen

Faculty Publications

In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the …

Digital Learning Transformation In Higher Education: International Cases Of University Efforts To Evaluate And Improve Blended Teaching Readiness, Charles R. Graham, Ganbat Danaa, Tserenchimed Purevsuren, Adriana Martínez, Cinthia Bittencourt Spricigo, Barbara Maria Camilotti, Tserenkhand Batsukh

Faculty Publications

The global pandemic of 2019 brought heightened awareness to institutions of higher education of the need to engage in a digital transformation that extends beyond university business operations to the pedagogy of the classroom. This paper is a case study that explores three international cases of universities in Colombia, Brazil, and Mongolia that are at different stages along the path of a digital pedagogical transformation. This article tells each story, including (1) what is driving the local need to engage in digital transformation, (2) what the major challenges and barriers are to achieving a transformation, and (3) what efforts are …

The Effectiveness Of Using Flipped Learning In Developing Students’ Skills Of Using The Interactive Whiteboard Software At Sultan Qaboos University, Mohammed E. Ammar Phd, Mohamed E. Osman Phd

International Journal for Research in Education

This study aimed to investigate the effect of using flipped learning on developing students’ skills of using the interactive whiteboard program. The research methodology was based on a quasi- experimental research design. The sample consisted of 33 students in the control group and 34 in the experimental group, who were enrolled in an introductory educational technology course (TECH3007) at Sultan Qaboos University. The data collection instruments included an achievement test and an observation checklist. The results revealed that there are statistically significant differences at the level of 0.05 between the mean scores of the students in the experimental and control …

Blended Or Differentiated Instruction For Inclusive Education During Post-Covid-19 Era: The Need For Upgrading School Libraries In Nigeria, Charity Onyishi

Library Philosophy and Practice (e-journal)

Abstract

With the socio-educational challenges posed by COVID-19, teaching-learning is gradually moving from face-to-face to digital and online distance learning across the world. This makes it generally challenging to meet the needs of all learners in the context of inclusive education. Increasing evidence tends to show that for effective inclusive learning, the hybrid blended approaches to learning should be differentiated. Further still is the fact that school libraries need to be upgraded with resources that meet the needs of diverse learners, and speak to the present hybridization in pedagogy and learning. A major impairing problem is the documented lack of …

Providing Institutional Support For Academic Engagement In Online And Blended Learning Programs, Sara Tuiloma, Charles R. Graham, Adriana María Martinez Arias, Diana Maria Parra Caicedo

Faculty Publications

In this paper, we examine how universities can evaluate the level of support they provide to help their students with affective, behavioral, and cognitive engagement in their online and blended learning experiences. Additionally, it identifies what types of supports help students engage academically and what barriers hinder their online engagement. Using a survey instrument sent to university students (n = 1295), we conducted a mixed-methods analysis to understand better how students feel the institution supports their online engagement and what barriers they experience. To accomplish this, we addressed the following research questions: (1) How do students feel the institution supports …

Effective Instructional Strategies And Technology Use In Blended Learning: A Case Study, Meina Zhu, Sarah Berri, Ke Zhang

Administrative and Organizational Studies

This case study explored effective instructional strategies and technology use in blended learning (BL) in a graduate course in the USA. Varied forms of data were collected, including (1) semi-structured interviews with students, (2) mid-term and final course evaluations, (3) two rounds of online debates, (4) four weeks of online reflection journals, and (5) the instructor's reflections. Thematical analysis and descriptive statistics were conducted to analyze qualitative and quantitative data respectively. Multiple methods were employed to establish trustworthiness of the study. Effective and ineffective instructional strategies and technology uses were identified in BL. The findings indicated that students valued real-time …

Middle School Teachers’ Perceptions Of Professional Development For Blended Learning Implementation, Jessica Wear

Ed.D. Dissertations

As technology use in the classroom became more prevalent, so did the questions of how to effectively integrate technology into instructional practice. From this rise in questions about how to effectively integrate technology, the term blended learning emerged. Blended learning serves as a description of practices for educators to effectively implement and integrate technology in classrooms. Through an adult learning framework, I used a qualitative interpretive research design to examine middle school teachers’ perceptions of professional development for implementing blended learning. I sampled 32 middle school teachers who completed questionnaires, and I interviewed three teachers based on their responses to …

Preparing Teachers To Teach In K-12 Blended Environments: A Systematic Mapping Review Of Research Trends, Impact, And Themes, Cecil R. Short, Charles R. Graham, Theresa Holmes, Laura Oviatt, Hannah Bateman

Faculty Publications

No abstract provided.

K-12 Blended Teaching Skills And Abilities: An Analysis Of Blended Teaching Artifacts, Cecil R. Short, Charles R. Graham, Emily Sabey

Faculty Publications

Several professional organizations, non-profit groups, and researchers have provided K–12 blended teaching (BT) competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based BT dispositions, technology skills, and competencies (i.e., proficiencies) to analyze a representative sample of 959 artifacts focused on BT practices to uncover the proficiencies important to K–12 BT. The dispositions recognized for BT appeared in 87.9% of the artifacts, personalization competencies in 58.3%, technology skills in 54.0%, data practices in 46.0%, implementation competencies in 37.1%, online integration competencies in 30.4%, and online interaction competencies in 5.6%. Each of these …

Teacher Perceptions Of Blended Learning To Support 21st Century Learners, Nikki Hensley

Electronic Theses and Dissertations

The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that …

Blended Learning And Return To Learn Plan, Erin Lorch

Master's Theses & Capstone Projects

The purpose of the school improvement project was to determine the importance of blended learning, especially in relationship with the impact the COVID-19 pandemic has had on schools. An extensive review of literature on blended learning is provided, along with a comprehensive Return to Learn created by a task force from Sheldon High School, a public school located in Northwest Iowa. The task force was made up of leaders and administrators collaborated virtually and created plans for the next school year incorporated blended learning. The review of literature provided current research and potential strategies to implement technology. A comprehensive definition …