An Ethnographic Case Study on the Phenomena of Blended Learning Teachers.
Year: 2017
Type: article
Abstract: This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data.The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs.This qualitative case study used an ethnographic framework through interviews, check-in meetings, observations, and data collection from four participants.A grounded theory method created themes and codes from the participant's responses.The participants and previous research defined blended learning as face-to-face and online interactions with students that required readiness from all stakeholders.The participants believed their job would be easier with less additional duties and more time with students.The participants would like teachers to have more experiences, observations, and understanding of blended learning.
Author: Lauren Renae Tiell
Institution: University of Findlay
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2738644539