Date of Award

Fall 2015

Degree Type

Certificate of Advanced Study

Department

Educational Leadership

Advisor

Michael K. Barbour

Abstract

The purpose of this study was to examine the impact of professional development on blended learning on high school teachers. In order to learn about teacher’s feelings about technology training, professional development was delivered in a blended learning environment utilizing the learning management system Schoology with the goal of providing the experience of engaging in same learning environment that their students partake in. The study examined perceptions and explored the impact of blended learning of four high school teachers. Quantitative and qualitative data were collected using an online survey, interviews, and in-person and online observations. Descriptive statistics, in conjunction with the constant comparative method of data analysis, were completed to triangulate all sources of data. Themes of uncertainty and enthusiasm for blended learning professional development emerged, alongside planning and organization, and communication and inquiry for how blended learning has impacted the four teachers in the study.

Comments

A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Educational Leadership.


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