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Teacher use of blended learning : a narrative inquiry

Roach, Sharon M.

Blended learning is a buzzword in education used to describe any combination of face-to-face and online teaching methods. However, little information exists on teacher perceptions of blended learning and its application to education. This paper describes the results of a narrative inquiry into high school teachers’ use of blended learning and their perceptions of the benefits and challenges of blended learning. The narrative inquiry aimed to generate discussion on how best to use blended learning, knowing that today’s students are the first generation to have spent their entire lives surrounded by and using digital technology. It was conducted in a mid-sized high school located in a rural school division in a prairie province. The research method was qualitative, and the data collection included a questionnaire, interviews, and focus group interviews from a total of nine high school teachers. I also recorded reflections in a research journal. The research shows that benefits of blended learning include facilitating a shift from a teacher-centered to a student-centered classroom, making learning more convenient and flexible, increased student engagement and motivation, and creating a paper-reduced environment. Teachers expressed concerns related to the amount of time to redesign traditional face-to-face classes, the reaction of students, the risk of technical glitches, and limitations of the blended learning platform. Their responses also indicated that their beliefs about teaching and learning influence how they use blended learning. The paper concludes by discussing the study’s findings for practice and future research.

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University of British Columbia. EDCP 590

Vancouver : University of British Columbia Library

10.14288/1.0437760

Education, Faculty of; Curriculum and Pedagogy (EDCP), Department of

Graduate

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