Elementary Teacher Perceptions of Blended Learning in the Digital Classroom.

8

Section 1: The Problem

Some schools in the United States are transitioning to blended learning, which is

the combining of traditional face-to-face teaching and learning with online technologies

using mobile devices to increase student achievement, personalize student learning, and

prepare students for future success by encouraging the development of critical thinking

skills (Apex Learning, 2016). There has been an increase in the implementation of the

blended learning approach in K-12 schools in the United States (D’Agostino & Kowalski,

Luhanga, 2018). Given the current growth of blended learning to achieve learning goals,

identifying the pedagogical transformations and instructional strategies used when

combining online and face-to-face instruction will provide a framework for educators

teaching in blended learning environments.

In this section, I will provide a description of the problem and a rationale for the

problem. In the review of the literature, I will examine current research and definitions

for blended learning in elementary education. Finally, I will present the guiding research

questions to address the problem and implications of the study.

9

The Local Problem

The problem is that elementary teachers in local schools in a Northeastern U.S.

State are not implementing blended learning as intended by the improvement plan for the

school. Despite multiple forms of available technology, elementary teachers in an

elementary school in Northeast U.S. are not using blended learning to increase student

engagement and improve higher-order thinking skills, a stated priority on the district’s

improvement plan, available for public access on the district’s website. This problem is

well as collaborative planning time and professional development for teachers on

effectively integrating technology (director of literacy, personal communication, 2016).

The existing school improvement plan lists blended learning, an instructional model in

which there is a combination of face-to-face and online learning, as one of the methods

for increasing student engagement and improving higher-level thinking skills in an urban

school district in the northeast part of the United States.

The gap in practice is a lack of technology integration in the elementary

classroom, despite literature that states this integration is a benefit to students (Linder,

2017; Ravenscroft & Luhanga, 2018). This gap continues despite the availability of one

10

technology device, such as Chromebook or iPad, per student. Researchers suggested that

blended learning is an effective method of increasing student engagement and therefore

an effective way to integrate technology (Estapa et al., 2017; Osman, 2017) as part of the

school improvement plan (Urban School District in Northeastern U.S., 2017). At the

elementary level, technology integration refers to using the digital components included

with textbooks, subscriptions to online learning programs, and digital tools for creating

documents and presentations. Technology tools such as iPads, laptops, and accounts for

necessary because 21st-century skills such as creativity, collaboration, communication,

and critical thinking, are fostered by effective technology integration practices, such as

blended learning (Ravenscroft & Luhanga, 2018). The most common blended learning

model used in elementary classrooms is the rotation model in which students rotate

between online and face-to-face learning stations (Christensen & Knezek, 2018).

Altemueller and Lindquist (2017) stated that this model allows the teacher to differentiate

the material being delivered digitally, students to move at their own pace, collaboration

among students and with the teacher to take place on a discussion board or shared

document, and students to receive instant feedback on formative assessments.

11

Whether a classroom has one device per student, or the students use the devices

on a rotational basis, classrooms using the blended learning model integrate technology

in all aspects of the school day (Linder, 2017). The devices should be used as tools for

accessing digital curriculum components, gathering information from educational

websites and videos, communicating with peers and teachers, creating projects to be

presented to share information, and learning about digital literacy and etiquette (Polly &

Rock, 2016). According to Linder (2017), students often use devices throughout the day

model even though they have access to a variety of 21st-century technology tools (Graves

& Bowers, 2018). Harris et al. (2016) found that technology is often considered a

replacement for paper and pencil or textbooks rather than a key component of planning

and teaching. The National Center for Educational Statistics (2017) found that less than

half of the teachers surveyed reported frequent computer use during instructional time

despite 97% of their classrooms having one or more student computers. According to

Harris et al. (2016), it is important that educators integrate technology to prepare young

people to function globally because technology plays an important role in the jobs that

will be available when students join the workforce.

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Rationale

It is important for teachers to be able to successfully implement technology as a

learning tool and to teach students to be consumers of digital content (U.S. Department of

Education, 2017). One mission of the U.S. Department of Education is to produce

learners who can compete globally upon entering the workforce, which includes using

technology to communicate, collaborate, and gather information (U.S. Department of

Education, 2017). The International Society for Technology in Education (ISTE)

creativity, and more emphasis on critical thinking skills, communication, and

collaboration. The CCSS also require teachers to use engaging instructional strategies and

technology as tools to help students develop critical skills and demonstrate their learning

(Gomez-Lanier, 2018).

At the local level, there is evidence of the problem that elementary teachers are

not using blended learning to increase student engagement and improve higher-order

thinking skills (Urban School District in Northeastern U.S., 2017). The Strategic

Framework for School Improvement stated that education will be individualized to meet

student needs using several instructional strategies, including implementing technology

13

(Urban School District in Northeastern U.S., 2017). According to the Future Ready PA

Index report for the school, there is a decrease in performance from the previous year in

math and while students are meeting interim goals for improvement in Language Arts,

they are not meeting state goals for improvement (Pennsylvania Department of

Education, 2019). Teachers have access to tools for integrating technology but are not

given the professional development or direction on how to implement them to meet

student needs, this is largely at the teacher’s discretion (elementary principal, personal

rarely by building administrators (elementary principal, personal communication, July,

2016). As a result, training is often based on whole district needs rather than individual

school or teacher needs so specific technology training needs are often unmet (director of

technology, personal communication, August, 2017).

There is a gap in the available research conducted on blended learning. A lack of

research exists on the implementation of blended learning at the elementary level (Greene

& Hale, 2017). In most cases, research regarding blended learning focuses on secondary

or higher education. Of the first 100 articles in a database search on blended learning, 12

articles focused on K-12 institutions and only four were studies done at the elementary

14

level. Research specific to Grades K-5 is needed to provide guidance on the

implementation of blended learning. Greene and Hale (2017) explored the current state of

blended learning in K-12 schools in the U.S. and found that there is a significant lack of

data on using blended learning at the elementary level. Decisions regarding the

implementation of blended learning are not being informed by data because the data does

not exist (Greene & Hale, 2017).

Advancements in technology have contributed to changes in the skills and

problem solvers. Many times, new products and programs are purchased in the hopes that

students will practice these critical thinking skills (Polly & Rock, 2016). There is often a

lack of teacher training for using these expensive resources and training is necessary for

technology devices to be used to affect academic achievement and increase motivation

(Harris et al., 2016).

The researchers suggested that the blended learning model offers a modern

technological solution for the academic weaknesses of students and helps them develop

the 21st-century skills that they will need to be successful in the workforce (Elian &

Hamaidi, 2018; Unal & Unal, 2017). Macaruso et al. (2019) conducted a 3-year

15

longitudinal study on the effectiveness of a blended learning reading program used with

students from low social economic backgrounds from grades kindergarten to second and

found that the students made significant gains in reading. Over 90% of the students who

started kindergarten below level finished second grade on or above level (Macaruso et al.,

2019). In addition to allowing the teacher to modify the curriculum for each student’s

needs (Elian & Hamaidi, 2018) using technology to apply the blended model provides an

active learning environment for students that allows students to constantly link what they

2018). For teachers to successfully implement the blended learning model, they must

receive training for using the technological devices, transforming pedagogy and content,

facilitating students who are working online, and given time to plan lessons that will be

unfamiliar at first (Kelly & Denson, 2017). The purpose of this project study is to explore

the beliefs and practices of elementary teachers in Grades 3-5 with experience using

blended learning and the interactions among the elements of blended learning.

21st-century skills: 21st-century skills are defined as skills needed to be successful

in careers during the Information Age and include enhanced collaboration,

16

communication, creativity, digital literacy, and critical thinking (Partnership for 21st-

Century Skills, 2019; Varier et al., 2017).

Blended learning: A definition by the Clayton Christenson Institute for Disruptive

Innovation (2022) states that blended learning is a formal education program in which the

student learns partially online and partially in a traditional school building, has some

choice regarding pace and content, and the traditional teaching and online learning are

connected to provide a cohesive learning experience.

most likely to be used at the elementary level (Schechter et al., 2017).

Student engagement: Goral (2019) defined student engagement as involvement,

enthusiasm, and investment in the work of learning. Student engagement is the student’s

cognitive and emotional energy involved in completing a learning task (Halverson &

Graham, 2019). Halverson and Graham (2019) proposed a set of factors that indicate the

level and quality of student engagement in blended learning contexts including attention,

effort, time on task, effort, persistence with difficult tasks, cognitive and metacognitive

strategy use, deep levels of absorption, student interest, and positive emotions about

learning.

23

listeners (Kelly & Denson, 2017). Whether they are new to or experienced with blended

learning, teachers interact with each other to get ideas, reflect, and codesign lessons

(Kelly & Denson, 2017).

There are many examples of interactions between the other elements of blended

learning. One type of blended learning content is learning videos. Learners can watch,

pause, take notes, and review the videos at their own pace. Video lessons are available

any time the learner needs to view them, such as before a test or when absent from class

consider the technology and the learning support (Jacobs, 2018). When teachers, learners,

and institutions shift to blended learning, the physical space is often altered to

accommodate the new learning styles being used. Wheeler Kearns Architects designed

two schools for blended learning that included more space for collaboration, a more open

concept, and areas for pop-up lessons as the need arose (Kearns, 2017). Another type of

blended learning content is the use of children’s stories using mobile devices. Cavus and

Ibrahim (2017) found that ESL students were more likely to show improvement when the

curriculum included this type of content.

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Review of the Broader Problem

Blended learning is an instructional practice that integrates technology tools

effectively (Altemueller & Lindquist, 2017). Over the past 20 years, blended learning,

also known as hybrid learning, has gained popularity as a method of personalizing

instruction in higher learning and K-12 learning institutions. An instructional strategy that

combines effective methods of traditional face-to-face instruction such as class

discussions and cooperative groups with effective online instruction strategies such as

instruction for consistency in survey reporting, Allen and Seaman (2003) developed

standard definitions for online learning in colleges and universities. The term blended

learning was first developed by Allen and Seaman to describe a course providing 30-79%

of content online that includes face-to-face interaction. Blended learning was further

defined for K-12 learning environments as a system in which some student learning

occurs away from home in a brick-and-mortar location, some learning occurs online with

the student having some control over time, place, path, and pace, and there is an

integration between the two learning paths (Christensen & Knezek, 2018).

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Blended Learning Models

Blended learning can be implemented in different ways depending on several

factors including the technology available, the ability level of the students, physical

features of the learning environment, instructional preferences, and scheduling

constraints. The Christensen Institute for Disruptive Innovation (Christensen & Knezek,

2018; Clayton Christenson Institute for Disruptive Innovation, 2022) identified six

models of blended learning.

traditionally use centers or learning stations. Adding a station with online learning is a

natural fit for blended learning and works with both 1:1 devices or limited devices as not

all students would be online at the same time (Horn & Fisher, 2017).

Horn and Fisher (2017) made several revisions to the models including the

creation of four subdivisions for the rotation model. First, in the station-rotation model,

stations are based on the learning modalities, occur within the classroom on a fixed

schedule, and online learning is one of the stations. In the lab-rotation model, online

learning occurs in a lab on a fixed rotation schedule. With the flipped-classroom model,

online learning occurs remotely outside of the school day. The individual-rotation model

26

is similar to station-rotation but customized for the individual student (D’Addato &

Miller, 2016).

Other blended learning models identified by Christensen and Knezek (2018)

include the flex model, online lab model, self-blend model, and the online model. With

the flex model, most of the instruction is provided online and the teacher is available for

remediation in small groups or individualized tutoring. In an online lab model, all content

is delivered online within the school setting. With the self-blend model, the students

assignments at the same time. The asynchronous model is more popular because it allows

students to move at their own pace (Lahullier, 2018). Definitions of blended learning

models will continue to develop as teachers make changes in implementation to meet the

needs of their students.

Blended learning can provide a shift from traditional instructional methods such

as lectures and copying notes to an instructional method in which students learn by

asking questions, investigating, collaborating, and experimenting (Evans, 2018). This

variation in the instructional method is often necessary to keep students engaged in

27

learning by more actively participating. Lahullier (2018) found that blended learning

promotes active and independent learning. In a study comparing student achievement,

academic engagement, and satisfaction levels of flipped, blended, and face-to-face

learning environments, Talan and Gulsecen (2019) found that the flipped and blended

environments were shown to have significantly higher levels of achievement and

engagement levels than the face-to-face group. Kostaris et al. (2017) conducted a study

investigating the influence of technology and computer-supported collaboration on

Blended learning can also be beneficial for all students, including English

language learners (ELLs), special education students, and gifted students. Cavus and

Ibrahim (2017) published the results of an experimental study indicating that the English

learning skills of young students improved significantly after using a mobile learning

application in a blended learning setting. The application focused on vocabulary

acquisition, listening, comprehension, and used a speech recognition engine. Blended

lessons allow students self-pace their learning, re-watch previous lessons for review, and

test out of lessons to move quicker (Altemueller & Lindquist, 2017). Tucker (2016)

28

found that blended learning strategies offer effective ways for teachers to meet the

individual needs of ELLs by shifting to online instruction using a station rotation model

allowing students to move at their own pace. Technology offers new approaches and

tools to clarify math concepts for ELLs. Digital math literacy programs and gamified

instruction delivered using a blended learning model can increase test scores as well as

enthusiasm for learning for students who are learning English (Technology + Math =

SUCCESS, 2017). Kazakoff et al. (2018) conducted a large-scale, quasi-experimental

Blended Learning and Special Education Students

attitude towards technology with benefits including students being focused on tasks,

completing assignments, and a positive impact on student learning (Bell et al., 2016).

There are indications that the experience with blended learning for special education

students is positive due to the higher expectations, focus on skill development, and the

ability of blended learning programs to meet the needs of the common core for students

with intellectual disabilities (Bell et al., 2016). For special education students with

Individualized Education Plans (IEPs), there is concern about meeting the

accommodations required by their IEPS with online learning. The accommodations and

29

modifications required for traditional school programs are often not needed in the

blended learning classroom (Bell et al., 2016).

Blended Learning and Gifted Students

Potts (2019) interviewed gifted students who received part of their instruction via

online platforms. In terms of curriculum and pedagogy, gifted students reported little

difference between traditional learning and virtual learning suggesting that the type of

learning environment is not as important to gifted learners as the quality of the content

Development of 21st-Century Skills

that students today think and process information differently than generations before

them, partially due to the technology they have always had access to (Estapa et al., 2017;

Osman, 2017). According to Osman (2017), the Industrial Age education model used in

many school systems is obsolete and it negatively impacts generations of learners born in

the digital age who process information differently than past generations of learners.

School systems must be redesigned to meet the needs of the students operating in the

global, info-centric, technology-infused reality of the 21st-century (Evans, 2018). Osman

(2017) also stated that blended learning is a way to meet the needs of digital learners who

are part of a school system that was designed to meet the needs of an industrial economy

30

in the last century. Fabian et al. (2018) found that blended learning has the potential to

bridge classroom learning to real-world learning. Real-world learning is important for

students of the information age who may be more motivated to learn when the connection

to the real-world exists (Varier et al., 2017). Kuimova et al. (2018) contended that

blended learning can help students develop responsibility, self-motivation, time

management skills, and skills needed for digital literacy.

Blended learning can improve student learning through the development of 21st -

proposing that students move beyond simple computer applications to using technology

for problem-solving, diverse group projects, and real-life applications. Literature is cited

to support the findings, but a research study is not included. According to Linder (2017)

and Evans (2018), blended learning is successful at helping students develop 21st-century

skills partially due to the shift from a passive-learning, teacher-centered model to a model

focused on active-learning that is student-centered. Digital literacy, communication,

creativity, critical thinking, logical thinking, problem-solving skills are some of the skills

that blended learning can help develop (Evans, 2018). Lim and Jalil (2020) found that

self-regulated learning and peer learning are 21st-century educational competencies

31

fostered by blended learning. Self-regulated learning is described as a process guided by

motivation and activities designed to support the pursuit of personal learning goals (Lim

& Jalil, 2020). Self-regulated learners actively construct their own learning process and

adjust as necessary to achieve learning goals, skills that are both necessary for and

advanced through blended learning (Lim & Jalil, 2020). Peer learning is a pedagogical

strategy for 21st-century learners that is defined as peers actively helping and supporting

one another in a 2-way, reciprocal process to acquire knowledge (Lim & Jalil, 2020). Lim

thinking skills (Osman, 2017). Kim and Melikan (2017) stated that self-driven time

management skills and technology literacy are two of the most important skills for the

next generation of workers to possess and that blended learning helps students to develop

these skills.

According to Osman (2017), student achievement is improved through

personalized learning, in part due to the enriched relationships that result when

technology is integrated effectively, and students become the center of the learning

process. Osman (2017) states that when technology is used in a student-centered learning

32

environment, higher-level thinking skills such as digital communication, collaboration,

and critical thinking are developed. Creativity is also fostered when innovative

technology tools and teaching practices are used (Henriksen et al., 2016). In a

compilation of reviews of current research and summary of practical implications,

Henriksen et al. (2016) examined creativity and technology as elements of 21st-century

education. They also defined creativity, describe a model of creativity, and contend that

explicit instruction in creativity must be included in teacher education programs and as a

critical text analysis, student engagement, classroom discussions, and higher-order

thinking skills (Smith, 2016b). Kim and Melikan (2017) studied the test scores of blended

learning students and conventional learning students in the same high school using the

same standardized tests and found that the blended learning students outperformed their

peers in every assessment.

A report summarizing research on the influence of student achievement of K-12

online and blended learning programs found that the programs varied in how they offered

differentiated learning options but the blended learning programs offered opportunities to

inform face-to-face instruction to increase student achievement (Brodersen & Melluzzo,

39

cultivate this mindset by allowing teachers a voice in designing blended learning

programs, providing time for learning walks and collaboration, and encouraging teachers

to share ideas as well as failures as an opportunity to learn (Osman, 2017). Cieminski and

Andrews (2018) suggested that districts thinking about implementing blended learning

include books, online courses, collaborative planning time, weekly release time for

individual planning, and time to visit other classrooms as methods of training teachers.

Training teachers to use blended learning takes time and deliberate planning of

among educators. Sharing digital resources allows teams of teachers and students to share

ideas, allowing for true global innovation (Stephens, 2016). Lessons can be created using

presentation software such as PowerPoint and Keynote, screen capturing software, and

video cameras (Unal & Unal, 2017). Once created or selected, teachers store videos on

class websites, allowing students the opportunity to move through lessons at their own

pace (Unal & Unal, 2017).

Galvan (2016) stated that blended learning can support a personalized learning

approach if the correct tools are chosen to identify learning gaps and offer targeted

instruction in response. Stephens (2016) recommended implementing a learning

40

management system (LMS) such as Schoology or Google classroom to connect other

learning tools such as Dropbox, YouTube, and Google Drive. Participate Learning is

another LMS that allows teachers to create personalized collections of materials that can

be shared among teaching teams for collaboration (Stephens, 2016). Gooru, another

LMS, provides high-quality, customizable education aligned to world-renowned libraries

and colleges, gives students immediate feedback, and offers opportunities for students to

collaborate (Stephens, 2016). Bailey et al. (2017) suggested using the Just-in-Time-

Challenges of Blended Learning Implementation

only 14% of teachers use educational technology weekly. One reason for this is that

many teachers are unfamiliar and uncomfortable with technology (Frenzel, 2018). In a

systematic review of literature regarding challenges with blended learning, Rasheed et al.

(2020) found that lack of confidence, time, and willingness to learn how to use the

technology required for teaching with blended learning among the top reasons teachers

resist implementing it. In the literature studied, teachers listed lack of experience with

creating educational content such as videos and interactive documents, lack of experience

with learning management systems, time and effort needed to create videos, difficulty

41

with operating instructional technology, and wasting time on troubleshooting tech issues

among the reasons they are reluctant to use blended learning (Rasheed et al., 2020).

For educational technology to be used effectively in the classroom, teachers must

be committed to making the change. Rasheed et al. (2020) found that teachers are

skeptical that online learning improves learning and have expressed that technology is a

barrier to student success. By demonstrating the benefits of using technology and

providing consistent training, teachers can overcome their discomfort (Frenzel, 2018),

One potential problem with motivating teachers to change their teaching methods

is that teachers must relinquish control of what students are learning for part of the day to

technology. Boninger et al. (2019) claimed that digital learning platforms distort

pedagogy by making important educational decisions that were once in the hands of

teachers. In a review of blended learning practices at three schools, Horn and Fisher

(2017) reported that teachers found one of the challenges to be the decreased level of

control they have over their students’ learning. For example, rather than having control

over what material is presented to students, they must shift their efforts to identifying

students who are struggling. In an editorial on the challenges of online learning, Gillett-

42

Swan (2017) states that teachers are struggling with the lack of control over what students

are doing on the computer. Instead of completing the work assigned to them, unmotivated

students are sometimes watching videos on other topics or playing games. Grant et al.

(2015) found that limited access to resources was a challenge. Resources listed in the

study included devices, time, training, and support from the administration. The digital

programs that elementary students are using during blended learning rotations are

typically adaptive programs that assess the students’ needs and instructional level. For

traditional marking periods, semesters, and even grade levels (Horn & Fisher, 2017).

While this personalization is often included as a benefit of blended learning, school staff

is challenged with developing a system for students who move faster or slower than the

typical semester pace (Gillett-Swan, 2017).

At the elementary level, the rotation model presents a similar challenge because

students finish their work early and the time waiting to switch stations is wasted. One

solution is developing a system for shared devices so when one student finishes, the next

student assigned to that device can begin (Horn & Fisher, 2017). In a case study

examining the experience of third graders using blended learning, Truitt and Ku (2018)

43

found that students perceived the challenges of blended learning to be that the work was

sometimes too difficult and the technology was sometimes hard to navigate. Other

challenges include a lack of teacher competency with technology, storing documents, and

sharing devices (Gillett-Swan, 2017; Horn & Fisher, 2017). Boninger et al. (2019)

recommended that educators pause the efforts of promoting and implementing digital

personalized learning programs until there are measures in place to review, provide

oversight, and safeguard student and teacher data.

community by developing a society of learners entering the workplace with critical

thinking skills, problem-solving skills, creativity, and the ability to communicate and

collaborate.

One possible direction for the project is to develop a professional development

guide, using suggestions for implementation supported by the research. Another possible

direction for the project is to create a curriculum guide for blended learning based on the

findings of the research.

44

Summary

The blended learning model provides unique occasions for students to delve into

real-world problem-solving, work with others collaboratively, develop creativity,

communicate on a global level with technology, and become effective workers in the

21st-century. In Section 1 examined the local problem, the rationale for the study,

definitions of terms, the significance of the study, a review of the literature relating to the

conceptual framework and the broader problem, and implications for the project. In

45

The problem that the qualitative study addressed is that elementary teachers in

local schools in an eastern state are not implementing blended learning as intended by the

school’s improvement plan. I planned to use interviews and observations in this case

study to understand the perceptions of elementary teachers who have experience teaching

with blended learning. However, due to the Covid-19 pandemic, I was not able to do

observations because schools were not allowing visitors. Therefore, I collected data

The purpose of this study is to examine the perspectives of elementary teachers in

Grades 3 through5 who were identified as effectively using blended learning, and the

interactions among elements of blended learning including the student, the teacher, the

content, the technology, the school, and the learning support. This information is helpful

in addressing the local problem that elementary teachers are not implementing blended

learning as intended by the school’s improvement plan. In the following section, I

describe the qualitative study and describe how I used the data to find answers to the

research questions.

46

In this study, I used a qualitative design to explore teachers’ perceptions of

blended learning. I selected a qualitative approach because the purpose of the study was

to explore blended learning rather than confirm a hypothesis (Thomas, 2017). As the

purpose of the study involves exploring the beliefs and practices of teachers who have

been identified as effectively using blended learning, and the interactions between the

elements of blended learning, a qualitative design is appropriate.

this study because it allowed data to be collected from several teachers to answer the

research question and sub-questions by conducting interviews. Quantitative and mixed-

methods designs were not selected because quantitative data would not answer the

research questions. Ethnography was not selected because the purpose of the study is not

conducive to immersion in a cultural setting over an extended period and the scope of

ethnographical research is too broad (Teherani et al., 2015). Using this approach would

focus on data influencing a specific group but would not be representative of the factors

of blended learning affecting all students. Grounded theory was not selected because this

research is guided by research questions rather than an emerging theory. The purpose of

47

this study is not to develop theories (Teherani et al.). Phenomenology was not selected

because the study is not going to describe the essence of a phenomenon and the scope of

phenomenological research is too narrow (Teherani et al.).

In this section, I will describe the participants, how they were selected, and why

they were selected. I will explain the steps taken to gain access to participants, how they

were invited, and how I made sure they were qualified to participate. I will describe the

Description, Selection, and Justification of Desired Participants

in Grades 3 through 5. These grades were used because blended learning requires

students to be capable of independent learning, and older elementary students are more

likely to possess this level of maturity (Horn & Staker, 2015).

This case study includes nine participants. According to Yazan (2015), a case

study should not include more participants than can be richly studied by the researcher.

The low number of participants made it possible to achieve a deep level of inquiry. Using

fewer participants allows for rich description of the data derived from interviews and

observations. Having participants from each grade level was beneficial to the study

because this provided rich data in each of Grades 3-5.

48

Procedures for Gaining Access to Participants

After obtaining permission from the institutional review board ([IRB], 04-09-21-

0485627), I contacted technology directors at local school districts and presented a

summary of my study. In the following sections, I describe the steps taken to select

participants and invite participants. I also disclose how I ensured participants were

qualified to participate, and how I conducted interviews.

Establishing Feasibility to Collect Data

Inviting Participants

I asked the directors to forward invitations (Appendix B) to elementary teachers

in Grades 3-5 who have at least 2 years of blended learning experience. Those teachers

were contacted via email asking for volunteers to participate in the study. These

participants contacted me via email so I could explain the study and obtain consent. This

process provided access to two participants. To broaden the search for more participants,

I revised my IRB plan to include recruiting via social media. I composed a flyer

(Appendix C) and posted it in Facebook teacher groups. Potential participants were

screened via a Google form to ensure they had adequate experience with blended

learning. This form included an item for participants to provide their personal email

55

subject you love formed the final category getting started with blended learning. I formed

other initial categories such as inquiry learning method, individualized instruction, and

authentic learning experiences. I consolidated all the initial categories into a final set

including applications, learning videos, training, getting started, individualized

instruction, 21st-century skills, learning environment, lack of training, and lack of

support.

I then analyzed each category to identify common themes including the transition

Table 1

A detailed review of the themes, codes, categories, and quotes from the interviews

is available in Appendix E.

56

Evidence of Quality and Procedures to Assure Accuracy

I used member checking to corroborate the credibility of the findings. According

to Creswell (2012), member checks allow participants an opportunity to ensure the data is

accurate. I provided the participants with a summary of the findings to confirm the

accuracy and interpretation of the data. I developed a member check protocol (Appendix

F) to give participants an opportunity to review a summary of the findings. I asked

participants to provide feedback confirming that my impressions were correct, and I

Procedures for Dealing with Discrepant Cases

Another consideration for quality data is acknowledging the potential for

discrepant cases or information. I included information that was not relevant to a question

in the transcription notes as part of the participant’s response. I did not ignore or

eliminate any information. During member checking, participants had an opportunity to

provide additional comments regarding discrepant information. Discrepant information

was coded and analyzed and included in the results of the study.

The problem that the study addressed is that elementary teachers in local schools

in an eastern state are not implementing blended learning as intended by the school’s

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improvement plan. Data collected through interviews were used to answer two research

questions:

RQ1 What are third through fifth-grade elementary teacher experiences

implementing and using the blended learning teaching approach?

RQ2 What are third through fifth-grade elementary teacher beliefs and practices

regarding the interaction of the elements of blended learning (i.e., the teacher, the learner,

the content, the technology, learning support, and the institution)?

action to address the local problem. The purpose of this project study was to explore the

beliefs and practices of elementary teachers in Grades 3-5 who were identified as

effectively using blended learning and the interactions among the elements of blended

learning.

In this section, I describe the findings of the study, including an overview of the

three themes identified in the data. I present the elements of the CABLS Framework

(Wang et al., 2015) in relation to the themes. I describe the outcomes of the study in

relation to the research questions.

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Findings

All nine of the participants provided responses that addressed both research

questions, and there were no discrepant cases. Findings from the study indicated that all

nine participants had ideas regarding the effective use of blended learning including

benefits and challenges as well as ideas about the interaction among blended learning

elements. Each theme is presented in the following sections. After describing the

outcomes of the study in relation to the research questions, I present which elements of

Overview of Themes

each of the participants providing information about the transition to blended learning.

Twenty-five initial codes and four categories were subsumed into this theme. All nine

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participants spoke about the process of the transition. In the participants’ reflection on the

transition, they indicated that the approach, motivation, learning applications/platforms,

training, and experience were key to their success. They additionally indicated that all six

elements of the CABLS framework (i.e., the teacher, the learner, the content, the

technology, learning support, and the institution) were relevant to a successful transition.

When considering their mindset for approaching an instructional transition to

lessons during small group instruction. Participant 2 stated that elementary teachers who

are self-contained could easily start with one subject. He suggested, “Start small. Start

with one topic like grammar. There are tons of videos already made about grammar.”

According to participants, after identifying a topic, teachers can search for or create

instructional videos for students to view independently. By making incremental shifts to

blended learning, the participants recognized ways to integrate technology and reclaim

teaching time.

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Motivation: Lack of Teaching Time

Four participants shared that their shift to blended learning arose from a lack of

time to teach all grade level standards when using traditional instruction. Participant 3

described the need for blended learning arising from limited time to teach all the fourth-

grade math standards before the state standardized tests in the spring. This participant

described the transition in her experience by stating, “I started with one topic in math:

geometry. There were a lot of definitions the students needed to learn so I made videos

more time to differentiate instruction and ensure all standards were addressed

appropriately for all learners.

Participants described specific learning applications—sometimes called programs

or platforms—as part of the transition to blended learning. Overall, seven participants

mentioned the learning applications as part of a shift in teaching as their school district

purchased licenses to digital platforms. Participant 6 stated, “the transition to blended

learning really happened naturally when my district purchased programs like Lexia and

Dreambox.” This teacher explained that the use of the programs was monitored, and

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students needed to be on the software daily for a certain amount of time. Participant 6

found that the software learning activities allowed more time for her to reteach concepts

to struggling students in small groups. Other students were independently using the

programs, and this opportunity benefitted all learners. She gradually added other digital

content like learning videos and formative assessments; Participants 6, 7, and 9 reported

that eventually, the students were learning a lot of the material digitally.

Training & Experience

identify the most useful feature of the program: small group lessons.

Eight of the nine participants gave specific advice for the transition to blended

learning. Examples included creating a mock student account on digital learning

platforms to view them as students view them, grouping students strategically to

maximize the ability to provide support, and setting clear expectations of student

procedures blended learning lessons. Participants 1, 4, and 8 provided anecdotal stories of

how they identified the need for these processes. For example, Participant 4 shared that

students needed rules for using headphones for listening to videos as well as expectations

for digital check-ins and discussion responses. Through their various statements, all

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participants expressed that explicitly teaching every routine and anticipating the students’

needs will provide for a smooth transition to blended learning. Training and learning

through experience are important for the transition to blended learning.

Summary

The theme of the transition to blended learning was evident in the data. The

participants described the approach to blended learning, motivation to transition to

blended learning, learning applications, and training or experience as key aspects of

Theme 2: Benefits of Blended Learning

theme (Appendix E). Overall, the participants’ statements about blended learning were

positive. All nine participants spoke about individualized instruction as a benefit of

blended learning. One individualized component of blended learning is that students

move through learning platforms at their own pace (Siraj & Al Maskari, 2018) and six

participants spoke about this component. Additionally, teachers can individualize

instruction by providing remediation in small group or individually and creating or

sharing learning videos tailored to students’ needs. Three of the participants explained

how blended learning helped them to meet students’ individual needs by providing more

time for them to be a resource to students. Participant 3 shared that by using premade

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videos to present math material, she was available to provide support to struggling

students because she was not using as much time presenting the material to the class.

All nine participants spoke about blended learning providing the opportunity for

students to develop skills such as collaboration, communication, creativity, and critical

thinking. The development of these skills indicates that students using blended learning

experience higher levels of thinking. I grouped 10 codes into the category 21st-Century

Skills, a category under the theme Benefits of Blended Learning. See Appendix E for the

Overwhelmingly, participants stated that a positive learning environment was a

benefit of blended learning. Six participants described the classroom environment as

becoming a community of learners. My analysis of the data indicates that blended

learning fostered an environment in which students support each other, and teachers and

students work together. One participant described it as a shift from a teacher-centered

environment to a student-centered environment. Another participant stated that blended

learning encourages a community of learners as compared to a lecture-teaching

environment. Six participants related that blended learning promotes a setting in which

the teacher acts as the facilitator of learning. Participant 4 stated, “Instead of always

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looking to me for guidance, students started looking to each other.” Peer support, a

community of learners, and a student-centered environment were expressed by

participants as evidence of a positive learning environment.

Summary

The benefits of blended learning were described by all participants and this was a

clear theme of the data. The participants described individualized instruction, skill

development, and a positive learning environment as key benefits of blended learning.

Theme 3: Challenges of Blended Learning

internet connections. Three participants shared stories in which issues with technology

created stressful situations they were not able to immediately resolve. Participant 2

described a situation in which the video students were to use for instruction would not

play on their device even though it worked when he previewed it. This participant stated,

“When I am working with a group of struggling students and the other students are stuck

due to a video not playing, it is very frustrating.” The data indicate that one downfall of

blended learning is that all the lessons and learning plans center around the technology;

when the technology does not function correctly, it is difficult to formulate a backup plan.

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classroom use of technology in planned lessons. The content was not mentioned as a

challenge for blended learning.

Learning Support. The learning support element of the blended learning

framework was evaluated with interview Items 3, 8, 13. Overall, participants did not

discuss the learning support frequently. Three participants (i.e., 2, 6, and 7) stated that

support for learning was integrated into the learning programs. Several participants

related that when students struggled, they relied on peers for learning support. Participant

successful. Learning support is also a component of a positive learning environment,

which participants described as one of the benefits of blended learning. For example,

Participant 4 discussed students relying on each other to support their learning. Learning

support was not mentioned by participants as a challenge of blended learning.

I asked participants about the institution element of blended learning with Items 2,

3, 9, and 14. Participants discussed the institution when describing the transition to

blended learning and training provided by their district as well as the learning programs

purchased by the district. Most of the participants were unable to answer Item 14 about

the school’s plans and goals. Some stated that they did not know what the school’s plans

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and goals were, and others replied that the plans and goals did not relate to the transition

to blended learning. The institution element was not discussed among the benefits of

blended learning.

Lack of support from the administration was mentioned by participants as one of

the challenges of blended learning. Participant 2 stated that the administration was not

supportive of the time needed to plan and implement blended learning lessons.

Participant 4 shared that the central administration team in her district wanted teachers to

Theme 3 suggested that there are challenges with the interactions among the institution

and the technology.

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Section 3: The Project

In this study, I explored the perceptions of elementary teachers in neighboring

school districts regarding their use of blended learning. The data I collected from

interviews revealed that the participants found blended learning to be beneficial. To

respond to the findings of the study, I created a position paper (see Appendix A) that

describes two recommendations to help teachers in a local district to better use blended

summary of the data from my study, the supporting current literature, and a detailed

course of action to provide teachers with the training and support to implement blended

learning.

Rationale

The problem is that elementary teachers in local schools in a Northeastern U.S.

state are not implementing blended learning as intended by the improvement plan for the

school. I interviewed teachers in other districts who are experienced with blended

learning to gain their perspectives. The findings of the study revealed three themes: the

transition, the benefits, and challenges of blended learning. The findings and review of

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literature indicate that the teachers in the local district may benefit from professional

development in the form of training and the implementation of technology coaches.

The development of a position paper was appropriate for this study as it provides

a knowledge base, scholarly foundation, and recommendations for district leadership to

improve the use of blended learning. Powell (2012) defined a position paper as a way for

a researcher to describe a problem and advocate for a specific solution supported by a

rational and credible argument. The position paper in this project study provides specific

Review of the Literature

conducted a review of current literature by searching for peer-reviewed articles in the

Walden University Library. The key terms I searched were position paper, white paper,

professional development, teacher training, blended learning training, technology

training, and technology coaching. I narrowed the search to articles published in the last

5 years and chose articles that were relevant to the findings of my study.

Position Paper

A position paper, also called a white paper, is a platform for effectively

communicating an opinion in a compelling and articulate fashion (Powell, 2012).

Effective position papers simplify decision-making for stakeholders (Gotschall, 2016). In

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this case, a position paper is appropriate to address the problem of this study because it

provides recommendations for successfully implementing blended learning.

Professional Development

Effective professional development is critical for the implementation of blended

learning. Teachers typically need to complete professional development regularly to keep

their teaching license active (Puhala, 2020). In the review of professional literature, I

encountered several components of effective professional development including

Designing Professional Development

qualitative study, Puhala (2020) recommended that school administrators begin the

process of designing professional development by identifying teacher needs in

implementing instructional best practices. Howell et al. (2021) used a survey as part of a

formative experiment to identify elementary teacher needs prior to designing professional

development. In a systematic review of studies on professional development for blended

learning, Philipsen et al. (2019) found that administrators should identify and

acknowledge existing knowledge and use of blended learning among teachers. Smith et

al. (2020) recommended team collaboration, authentic learning, peer reflection, and

feedback as considerations for designing professional development in a longitudinal

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qualitative study investigating the impact of professional development on teachers. Trust

and autonomy are also key factors in designing effective professional development.

Goyette and Juarez (2018) stated that it is important to trust educators to make

professional decisions that are best for students. Other considerations for the design of

quality professional development include providing clear expectations (An, 2021; Puhala,

2020) and fostering intrinsic motivation (Goyette & Juarez, 2018).

Time Needed for Implementation

design professional development that is repeated and ongoing because single, one-time

workshops are ineffective. Time must be provided for teachers to practice, plan,

collaborate, and reflect (Howell et al., 2021). In a review of professional learning

networks as a form of professional development, Cook et al. (2017) stressed the

importance of providing teachers with time to collaborate and reflect. Teachers need time

to learn a new tool and time to plan how to best incorporate it into the classroom (Brown,

2019). Smith et al. (2020) recommended that professional development be ongoing with

time for teachers to practice what they learned. Professional learning cannot be rushed

and requires consistent and dedicated time (Niehoff, 2019).

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Implementation of Professional Development

Several researchers offered suggestions for implementing professional

development. Niehoff (2019) recommended providing digital learning opportunities.

These are typically video-based and offer a variety of topics so teachers can choose

lessons that are relevant to improving their practice (Beilstein et al., 2021; Morrison,

2019; Ng & Park, 2021). Morrison (2019) described a gamification concept where

educators choose their learning path and move through various levels of learning to earn

The use of technology coaches offers a solution to the problem of helping

teachers effectively use blended learning. Brown (2019) defined a technology coach as a

colleague who helps teachers look at content, standards, and learning goals to design

lessons using technology. The review of literature revealed benefits of technology

coaches, strategies for implementing technology coaches, technology coaches as part of

successful professional development, and presented some challenges of technology

coaches.

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Benefits of Technology Coaches

According to Brown (2019), technology coaches emphasize a balance of looking

at standards and objectives and then finding ways that technology can enhance the skills

being taught. In study surveying 150 technology coaches, Rebora (2021) found that one

benefit of technology coaches is that they support schools in creating and implementing

the digital learning plan for students. In terms of blended learning, technology coaches

can benefit teachers by providing support such as providing professional development,

coaches benefit schools by constantly taking the pulse of the building’s culture, student

achievement, and teachers’ professional learning needs.

One goal of using technology coaches is to help classroom teachers individualize

learning for students (Brown, 2019). This goal is often achieved through blended

learning. Mann Jackson (2020) recommended hiring technology coaches to help

overwhelmed teachers incorporate blended learning and foster innovation with

technology tools to implement blended learning. Wayne and Cogshall (2022) compared

the effectiveness of developer-led professional development to the effectiveness of

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professional development delivered by in-house technology coaches. The authors found

that it is important for schools to specify the goals of technology coaches and provide

instruction on how to meet those goals. One way to monitor coaching to ensure success is

to use a form to provide feedback and allow for reflection between teachers and coaches

(Wayne & Cogshall, 2022). Brown (2019) recommended that technology coaches help

teachers to look at the verb in each learning standard then find a technology tool that will

facilitate that outcome.

Technology Coaches Used in Professional Development

be observed and receive feedback in a nonevaluative way that fosters learning (Clark et

al., 2018). Niehoff (2019) stated that using in-house technology coaches is one of the

most effective forms of professional development.

Challenges of Technology Coaching

In a multiple case study on teachers’ perception of a 1-year coaching model,

Ottenbreit-Leftwich et al. (2020) shared several challenges of technology coaching such

as difficulty for teachers and coaches to find time to meet and lack of time for teachers to

implement the recommendations from coaches. Other challenges include technology

issues, coaches reporting that teachers are unwilling to collaborate, and teachers and

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coaches presenting differing ideas of how to implement technology (Ottenbreit-Leftwich,

et al., 2020). Clark et al. (2018) stated that coaching only works with teachers who are

open to change and receptive to feedback.

Summary

The purpose of the literature review in this section was to support the

recommendations I make to the local district. Based on the findings of the study, the

teachers in the local district would benefit from professional development in the form of

In the following sections, I describe the project and the plan evaluation.

I organized the findings from the study into three themes: the transition, the

benefits, and the challenges of blended learning. To address the findings from the

qualitative study, I determined there were two recommendations I would make to the

district, to improve the implementation of blended learning in the local district. I chose a

position paper as the format for the project that will be presented to the local district.

Position papers are an effective way to present a solution to a problem to a specific

audience. This position paper will address the findings of this study as it relates to the

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Another strength of this position paper is its potential to influence district

leadership in implementing a professional development program and technology

coaching program that will provide teachers with the training they need to meet district

and school goals using blended learning. Through the review of current literature and

analysis of interview data, I learned of the benefits of blended learning including the

development of critical thinking skills, increased student learning, and the ability to

provide individualized instruction. The position paper provides an opportunity to bring

instead of providing direct-instruction style training sessions on those days. Another

solution may be to pay teachers for meeting and collaborating outside of their contracted

hours. Depending on how staff positions are allocated each year, there may be budget

implications for hiring technology coaches.

A case study was necessary to explore the perceptions of elementary teachers

experienced with blended learning. Participants were recruited via social media and

purposeful sampling was used to ensure that participants met the criteria to participate.

Interviews were arranged with consenting participants. An alternative approach I could

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have taken for the study would be to observe teachers in addition to the interviews.

Observations of the teachers using blended learning would have allowed me to see the

use of blended learning and interactions among the elements of the framework (i.e.

teachers, learners, etc.) firsthand. Alternatively, I could have used a large-scale survey, to

find commonalities about how blended learning is implemented in other districts. This

approach may extend the findings of the study.

An alternative approach to the project to address the findings from the study

component into existing curriculum plans in the district would address the problem by

showing teachers how and when to use blended learning.

Throughout my journey in the doctoral program at Walden university, I have

received many lessons on scholarship, leadership, and enacting change. The capstone

courses required weekly assignments and discussions and prepared me for the rigor of the

project study. Completion of the project study has taught me about the research process,

how to conduct unbiased, authentic research, and how to be a conscientious consumer of

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scholarly literature. Most importantly, this process has fostered a determination to

accomplish my professional goals and a deeper level of perseverance.

Through the development of the project, I have experienced growth as a scholar,

teacher, and project developer. In public education, collection of data typically focuses on

test scores and other quantitative data. The study I completed for my doctoral program

taught me to also value qualitative data. The rich data gathered through interviews

provided important insights from participants that may drive change in how instruction is

data analysis in team meetings.

As a school leader, my goal is often to enact change in the form of improving test

scores, increasing student learning, and offering support to the staff I serve. As a result of

completing my doctoral study, I now view these goals through the lens of enacting social

change and pushing the goals to impact students, families, and the community in which I

teach. I have also learned to rely on others to accomplish these goals of change. I am

more open to accepting criticism, asking for help, and listening to the needs of others.

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The Doctor of Education Program at Walden University has taught me about

myself as a teacher, a student, a researcher, a leader, and an agent of change. Each step of

this process had challenges. During the coursework, I learned to be a critical learner and

to have scholarly discourse with colleagues. The proposal stage taught me how to write in

APA format and how to systematically design a study. Through the research process, I

have learned how to collect and analyze data. During each step, I have learned to reflect

answer questions have become common practices. This process has made me a critical

thinker when analyzing classroom data. I have learned how to recognize a reliable source

and valid study when completing research.

I began this process in 2014. At times, I had to move very slowly, often for

reasons outside of my control. While I learned to persevere and manage my time

efficiently, I also learned to give myself grace when I encountered a setback. The most

challenging obstacle I faced was the COVID-19 pandemic, which began as I was

beginning to conduct my research. During this time, many schools were closed, and

teachers were learning to work remotely. I had a difficult time finding participants

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because many teachers were overwhelmed and did not want to volunteer for my study.

With the help of my advisor, I was able to find alternative ways to complete my research.

This taught me to be flexible and advocate for myself. These are all skills that have

transferred to my role as an intervention specialist.

As a result of this project study, I have found that data produced during research

provides rich insight into blended learning, has the potential to enact positive social

potential to positively affect the teachers, students, and school community. The review of

professional literature and results of the study provide detailed examples of the beneficial

implications of blended learning. Providing individualized instruction and being able to

facilitate learning can benefit teachers. Increased student learning and increased student

achievement will benefit the students. The development of 21st-century skills such as

critical thinking, collaboration, problem-solving, and communication have the potential

to positively impact society by helping students become adults who are capable of

positively contributing to society.

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In the position paper, I made two recommendations for the application of blended

learning. The first is to provide professional development for teachers to learn how to use

blended learning. The second is to use technology coaching to provide feedback, lesson

suggestions, and support to teachers as they begin using blended learning. The

recommendations for professional development and technology coaching are to take

place over the course of at least one school year, beginning in the summer. The

recommendation that teachers use blended learning is ongoing. For future research, I

For my capstone project study, I identified a problem in my school district,

conducted a literature review of peer-reviewed articles, designed a qualitative study,

recruited participants, collected data, analyzed the data, and made recommendations for

my school district to solve the problem. The recommendations have the potential to

improve teaching and learning for the teachers and students in my district. The process of

completing the doctoral program at Walden has been a meaningful and rewarding

experience. In addition to acquiring research and writing skills, I have gained confidence

in my ability to evaluate a problem in my district and make recommendations to improve

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learning for our teachers and students. It is empowering to know that I am an agent of

change in my community.