Keywords

distance education and online learning, improving classroom teaching, secondary education, teacher professional development, teaching/learning strategies

Abstract

Implementation of blended teaching (BT) practices is increasing rapidly in K-12 classrooms. This trend creates an urgent need for professional development to support BT. An understanding of how experienced teachers implement BT can inform teacher educators and professional development leaders as they develop training to support this practice. We interviewed 24 secondary educators implementing BT strategies to determine what activities they include in the online space and how they connect them to in-person learning. Qualitative thematic analysis of the interviews revealed that experienced blended teachers used a variety of online activities, providing opportunities for learners to interact with content, other learners, and the instructor. Learner-content interactions allowed learners to participate in passive, interactive, and creative activities. Instructors connected online activities to in-person activities by: (a) using online data to inform inperson activities, (b) fostering classroom community through online and in-person activities, and (c) preparing for and reinforcing in-person learning via the online space. Our findings provide direction to teacher educators and administrators overseeing professional development efforts for BT.

Original Publication Citation

Jensen, M., Graham, C. R., & Short, C. R. (2024). Learning from secondary blended teaching practitioners: Selecting activities and connecting in-person and online learning. Journal of Online Learning Research, 10(3), 289–313. https://www.learntechlib.org/p/224968/

Document Type

Peer-Reviewed Article

Publication Date

2024

Publisher

Journal of Online Learning Research

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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