"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative
This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman’s Self-Regulated...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2016-12-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1048 |
| _version_ | 1797328020943405056 |
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| author | Aimee L. Whiteside Amy Garrett Dikkers Somer Lewis |
| author_facet | Aimee L. Whiteside Amy Garrett Dikkers Somer Lewis |
| author_sort | Aimee L. Whiteside |
| collection | DOAJ |
| description | This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman’s Self-Regulated Learning (SRL) Theory as a guiding framework, this study explored surveys, face-to-face observation data, interview transcriptions, and focus group transcriptions to learn about different stakeholders’ experiences and their observations about student readiness for blended learning. As a result, the data suggested three major themes, namely how blended learning initiatives can promote autonomy and self-regulation, encourage inquiry and build relationships, and ultimately help students feel ready for college. |
| first_indexed | 2024-03-08T06:45:55Z |
| format | Article |
| id | doaj.art-16269f2a76b441a9ba5bca7a5e49a54e |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:45:55Z |
| publishDate | 2016-12-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-16269f2a76b441a9ba5bca7a5e49a54e2024-02-03T07:55:44ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302016-12-0120410.24059/olj.v20i4.1048"More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning InitiativeAimee L. Whiteside0Amy Garrett Dikkers1Somer LewisUniversity of TampaUniversity of North Carolina at WilmingtonThis article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman’s Self-Regulated Learning (SRL) Theory as a guiding framework, this study explored surveys, face-to-face observation data, interview transcriptions, and focus group transcriptions to learn about different stakeholders’ experiences and their observations about student readiness for blended learning. As a result, the data suggested three major themes, namely how blended learning initiatives can promote autonomy and self-regulation, encourage inquiry and build relationships, and ultimately help students feel ready for college.https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1048Self-regulated learningblended learningK-12 educationcase study research |
| spellingShingle | Aimee L. Whiteside Amy Garrett Dikkers Somer Lewis "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative Online Learning Self-regulated learning blended learning K-12 education case study research |
| title | "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative |
| title_full | "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative |
| title_fullStr | "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative |
| title_full_unstemmed | "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative |
| title_short | "More Confident Going into College": Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative |
| title_sort | more confident going into college lessons learned from multiple stakeholders in a new blended learning initiative |
| topic | Self-regulated learning blended learning K-12 education case study research |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1048 |
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