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Mastering the Blend: A Professional Development Program for K-12 Teachers

, , , , University of North Texas, United States

Journal of Online Learning Research Volume 3, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


Blended learning is an instructional approach that merges and deliberately integrates technology into a face-to-face learning environment to the end of enhancing the learning experience. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and encourage real change in the classroom. This paper introduces the design for a four-course professional development series on teaching in a blended learning environment that targets in-service teachers of K-12 students. Mastering the Blend is designed as a professional development opportunity to enhance teachers’ face-to-face classroom instruction. The focus of the program as a whole is to assist K-12 teachers in developing the skills needed to design, develop, and facilitate student-centered blended learning environments. Through hands-on experience and activities designed to uncover best practices, participants are expected to develop the ability to effectively integrate a variety of tools into a blended learning experience. To model the methods being advocated, this professional development program is social constructivist in design and includes a blend of synchronous and asynchronous activities. The results of an initial evaluation of the program are described.

Keywords: blended learning, community, community of inquiry, instructional design, professional development, REAL, social constructivism


Moore, M., Robinson, H., Sheffield, A. & Phillips, A. (2017). Mastering the Blend: A Professional Development Program for K-12 Teachers. Journal of Online Learning Research, 3(2), 145-173. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from .