Author ORCID Identifier
Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
Blended learning is a teaching strategy that broadly consists of the use of multiple methods of delivery, often including face-to-face and technology-enhanced teaching. Research on the efficacy of blended learning programs has lacked focus in large part due to the ambiguity of the definition. Most existing blended learning research has been conducted in post-secondary environments and centers on the experience of the student. Research on motivation and engagement in technology-enhanced learning classrooms yields both positive and negative outcomes found in some studies to be correlated to the involvement of the teacher in the design and facilitation of the technology. Given the dynamic role teachers play, blended learning which incorporates both face-to-face and technology-enhanced teaching has emerged as a popular choice. The gap in research on the secondary teacher’s experience is addressed by this qualitative study. Teacher interviews and focus groups were conducted with participants from one school district in the upper Midwest. Conclusions from the study showed that teachers find a blended teaching pedagogy effective at engaging and motivating students. It was also found that teachers appreciate strong in-building support such as a professional learning community for blended teachers and clear communication from the administration about blended learning procedures for all stakeholders. Lastly, it was found that teachers are often seeking their own training for additional blended strategies and technologies and would appreciate further training being offered by the district along with time to plan and implement.
Education | Secondary Education
blended learning, blended learning support, blended learning training, implementation, teacher perspective, teacher support
Number of Pages
University of South Dakota
Nelsen, Kiki, "THE EDUCATOR’S EXPERIENCE INCORPORATING BLENDED LEARNING IN A SECONDARY CLASSROOM" (2023). Dissertations and Theses. 106.