Implementation of blended instruction: A case study of secondary Family and Consumer Sciences
Vivian G. Baglien, Iowa State University, United States
Iowa State University . Awarded
This qualitative study focused on the use of blended instruction as a method for teaching Family and Consumer Sciences Education (FCS). Blended instruction uses the best features of face-to-face and online instruction to create a rich learning environment. The study employed a descriptive case format to explore the perceptions of six FCS instructors and eight secondary FCS students who were engaged in the process of utilizing or learning how to use a blended instruction format.
A review of the collected data indicated that, if the funding, training and continuing technology support is in place, then FCS instructors and students will come to experience a positive learning experience utilizing blended instruction. Schools in the study that struggled to provide these supports had students who were slower to achieve a perceived level of success using a blended instruction format.
Blended learning has the potential to become the next cutting-edge use of technology not only in FCS but also Career and Technical Education (CTE) as well as general education classes. The researcher encourages the field of education, especially FCS and CTE, to explore further how the use of blended instruction can better facilitate instruction in a world that is increasingly becoming technologically advanced. The possibilities are only limited by the creativity and abilities of the FCS instructors who serve students for whom technology will become an embedded way of life and existence.
Baglien, V.G. Implementation of blended instruction: A case study of secondary Family and Consumer Sciences. Ph.D. thesis, Iowa State University.
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