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Blended Learning as an Instructional...

Marshall, Debra-Dreana.

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Blended Learning as an Instructional Strategy to Improve Academic Performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Blended Learning as an Instructional Strategy to Improve Academic Performance./
Author:	Marshall, Debra-Dreana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	235 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10830542
ISBN:	9780438094420

Blended Learning as an Instructional Strategy to Improve Academic Performance.
Marshall, Debra-Dreana.

Blended Learning as an Instructional Strategy to Improve Academic Performance. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 235 p.

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Walden University, 2018.

Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.

ISBN: 9780438094420Subjects--Topical Terms:

2122863
Higher education administration.

Blended Learning as an Instructional Strategy to Improve Academic Performance.
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520 $a Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.
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