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ERIC Number: ED581958
Record Type: Non-Journal
Publication Date: 2017
Pages: 204
Abstractor: As Provided
ISBN: 978-0-3555-1553-4
Blended Learning and Student Engagement in an Urban High School
Johnson, Courtney
ProQuest LLC, Ed.D. Dissertation, Lipscomb University
A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a mixed-methods, qualitative dominant descriptive case study that included focus groups, interviews, document analyses, and descriptive statistics. Focus groups with students and teachers and interviews with administrators were conducted to understand the definition of blended learning as it existed in the high school. Additionally, school-level ACT scores, attendance rates, chronic absences and behavior counts were reviewed to determine any impact blended learning had on student engagement. While some modest positive trends were noted, they could not be tied solely to the implementation of blended learning. Perceptions were overall positive of blended learning, but it was not necessarily a sole factor for improved student engagement. Both students and teachers perceived that the biggest impact to student engagement was teacher-student relationships. Blended learning was perceived to be particularly beneficial in supporting students with different academic needs. Students who were intrinsically motivated to learn were able to progress at their own pace, and other students were able to complete makeup work easily. However, one of the challenges to blended learning was establishing common student technology literacy. As a result of these findings, the researchers recommended that the school and the district add student technology literacy training. Also, they recommended that the district use a broad definition of blended learning that included using purposeful technology in an environment of collaboration, differentiation, and innovation to prepare students for 21st century careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A