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The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States
article

, Mansfield University, United States ; , Thrivist, United States ; , Xperience Education, United States

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

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Abstract

Using quantitative methods, the current study addresses the phenomenon of blended learning and the impact of professional development (PD) in blended learning on teacher practice. Two separate but complementary investigations, Oliver’s (2013) focus group data for examining Oliver's Framework for Blended Instruction and Parks' (2015) national open-ended survey results, unveiled a common thread, which provided motivation for this study. A purposeful sample of 366 secondary public school teachers located in the Southeastern United States completed the Blended Practice Profile, a self-assessment diagnostic instrument, to measure their practices in blended teaching. Results indicate contradictory data, demonstrating that the majority of participating teachers who self-identify as blended educators actually fell within the novice and emerging range for competency in blended instruction, concluding that blended learning is socially desirable and not fully understood in its entirety. The data illuminate a need for personalized professional development for teachers of blended instruction to meet their specific needs and gaps in understanding of the competencies necessary for effective blended pedagogy. The authors suggest that both formal and informal professional development should model blended instructional practices and techniques that focus on enhancing learning and measure for efficacy to successfully impact and transform blended instruction and behaviors in the classroom with fidelity.

Citation

Parks, R.A., Oliver, W. & Carson, E. (2016). The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States. Journal of Online Learning Research, 2(2), 79-101. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2020 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

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Cited By

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  • Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

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