THEORY

1.
Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes

Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in

Higher Education Course for Graduate Students

Suzanne Le-May Sheffield, Jill Marie McSweeney, and Aaron Panych Dalhousie University

Abstract
Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-
week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has
evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model
that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly
required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled
in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and
attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise
and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face
teaching and student learning did not change.

2.
Journal of Information Technology Education: Research Volume 13, 2014 Cite as: Jeffrey, L. M., Milne, J.,
Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal
of Information Technology Education: Research, 13, 121-140. Retrieved from
http://www.jite.org/documents/Vol13/JITEv13ResearchP121-140Jeffrey0460.pdf Editor: Linda Knight

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components
Lynn M. Jeffrey, John Milne and Gordon Suddaby Massey University, New Zealand

[email protected] [email protected] [email protected]

Andrew Higgins AUT University, New Zealand

[email protected]
Abstract
Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its
advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this
format offers. Much research has been conducted on various aspects of this problem, but only one other study has examined teaching
practice in a blended course. Teachers using blended learning were interviewed about their use of online and classroom components
and the reasons for their decisions. The online and classroom aspects of their course were analyzed against a pedagogical framework
of engagement strategies. Classroom components were found to be more highly valued by teachers than those online, an attitude
largely driven by their perceptions that specific learning functions were best suited to particular formats. The courses themselves
reflect these values. Most teachers used well-developed engagement strategies in their classroom teaching, compared to a minimal use
of strategies online. Further, with one exception there was a lack of integration between online and classroom components. Blended
learning will not fulfill its promise of better learning unless teachers can be encouraged to re-think and redesign courses that afford
students more, and different learning experiences than those offered by either online or classroom alone. This paper adds to a small
literature base examining what teachers actually do in blended learning, and signals steps that teachers and their institutions might take
to build on the opportunities presented by blended learning.
3.
International Conference on Teaching and Learning English as an Additional Language,
GlobELT 2016, 14-17 April 2016, Antalya, Turkey
A Study of EFL Instructors’ Perceptions of Blended Learning
Gülten Ko􀃺ara,*
A Social Sciences University of Ankara, Hükümet Meydan􀃕, Ankara 06030, Turkey

Abstract
Tremendous advancements in technology, which have also penetrated into our everyday lives, have been taking place at an
unprecedented pace in recent years. While there stands the obvious reality that it is highly unimaginable for a person to continue
her life without technology, attempting to keep education away from it does sound unreasonable. English language teaching
necessitates the incorporation of technology into curriculum as well. Given the significance of ongoing interaction in English
language learning, the crucial place occupied by technology could be better figured out. This can also illuminate why blended
learning needs to be taken into consideration as an approach worth integrating into English language teaching in that blended
learning is defined as intertwining long-standing face-to-face instruction with online learning. The purpose of this descriptive
study is to uncover EFL instructors’ perceptions of blended learning. 32 EFL instructors (22 females and 10 male) working at two
state universities in Turkey participated in this study. A questionnaire comprised of one multiple choice question and three open ended
questions, and a semi-structured interview is used for collecting data. The analysis of the gathered data was conducted by
SPSS 22 and content analysis. The findings indicate that the participants have positive perceptions of blended learning approach
although they put forth a number of challenges regarding its implementation.

4.
Senior High School Teachers’ Practices and Readiness in Blended Learning
Environment: Basis for a Blended Learning Preparedness Framework
Randy Joy M. Ventayen1, Renato E. Salcedo2, Caren C. Orlanda-Ventayen3
Lemuel M. Ventayen3, Timothy Joshua M. Ventayen4
1Dean, College of Business and Public Administration, PSU Lingayen Campus
2Campus Executive Director, Pangasinan State University, Alaminos Campus
3Faculty, PSU Alaminos City Campus
4Faculty, PSU Bayambang Campus

Abstract
Since the transition of Senior High School in the Philippines, technology also arose and became
one of the trends in education. As Education 4.0 enters the academe, teachers should be equipped with
competencies relating to blended learning. This study aimed to determine readiness and practices of teachers,
specifically, this study determines the profile of the teachers, level of readiness of SHS Teachers for Open and
Distance Education in terms of self-direction, learning preferences, study habits, technology skills, and
computer equipment capabilities. Identify the linear correlations of variables, and lastly develop a proposed
Blended Learning Preparedness Framework. The SHS Teachers of the current SY 2018-2019 were the sources
of data for this study. Frequency, Percentage, Average weighted mean and linear correlation was used as a
statistical treatment. The result of the study shows that the majority of respondents were ready for Open and
Distance Education. The proposed Blended Learning Preparedness Framework enables educators in the
Senior High School level to improve their skills in Distance Education application and application is
recommended.
5.
Teacher and student perspectives on a blended learning intensive English program writing course
by
Lars Jacob Ege Larsen
A dissertation submitted to the graduate faculty
in partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
Major: Education (Curriculum and Instructional Technology)

Program of Study Committee: Denise Schmidt-Crawford, Co-major Professor Elizabeth Ann Thompson, Co-major Professor Ana-Paula Correia Volker Hegelheimer
Peter Boysen. Iowa State Universities, Ames, Iowa ,2012 Copyright c Lars Jacob Ege Larsen, 2012. All rights

ABSTRACT
The use of Blended Learning (BL) in higher education has increased significantly during the past decade. This dissertation investigates
the use of BL with ESL writing students in an intensive English program. The purpose was to investigate how to prepare ESL teachers
to create a productive BL environment for their ESL writing students. This includes an investigation of how to best train the teachers
in BL pedagogy and online teaching technology and a measure of the students’ perceptions of the BL environment with respect to its
productiveness. Finally, the study sought to discover how students experienced the teacher’s practice and behavior and the extent
to which these factors affected student perceptions of the course and BL environment in general. A mixed-methods approach was
employed which involved quantitative and qualitative data collection from 41 ESL students and five ESL teachers. The teachers were
trained in BL pedagogy and given pedagogical and technical support throughout the semester, after which both students and
teachers were given questionnaires and were interviewed in order to determine their experiences in the BL environment. The
findings indicate that the teachers needed a fairly minimal amount of pedagogical and technical training to employ BL successfully.
Collaborative planning also proved very beneficial, together with technical and pedagogical support throughout the
semester. Students were found to work more autonomously and focused while becoming more responsible for their own learning.
This enabled the teachers to better provide personalized assistance, keep better track of student progress, and cover more
materials. Students also liked learning in the BL environment and indicated they would prefer this to ix more conventional classes.
Lastly, teacher practice and behavior was found to have minimal influence on student perceptions of the BL environment though
some results suggested that teacher experience might be a predictor of student satisfaction with their teachers.

6.
ISSN 1648-2824 KALBŲ STUDIJOS. 2011. 18 NR. * STUDIES ABOUT LANGUAGES. 2011. NO. 18
Teachers’ Attitudes Towards the Use of Blended Learning in General English
Classroom
Vilma Bijeikienė, Svetlana Rašinskienė, Lina Zutkienė

Abstract.
The paper deals with the application of ICT and the use of blended teaching and learning within the curriculum of general
English at the levels A1-B2 in tertiary education. The research presented in the paper focuses on analyzing the language
teachers’ experience in computer assisted language teaching as well as their practices and attitudes towards the blended learning
courses created at the Centre of Foreign Languages at Vytautas Magnus University (VMU). Given the fact that the
contemporary society is especially sensitive with regard to the development and the application of innovative technologies and
given the fact that current and future university students are increasingly ‘digital natives’, the task of language teachers to make
the best use of ICT in teaching languages becomes their most acute need and their biggest challenge. Therefore, the authors of
the present paper take it as their aim to ease the above indicated task of the teachers by scrutinizing and casting light on their
relevant doubts, needs and endeavors. The research was carried out at the Centre of Foreign Languages (VMU) with 24
teachers of English taking the role of the respondents. The research is based mainly on qualitative methodology
including the methods of an informal interview and a questionnaire.
7.
Northwestern College, Iowa
NW Commons Master's Theses & Capstone Projects Education
Fall 2019
The Implications of Blended Learning in Today’s Classroom: A Look into the History, Views, Impacts,
and Research
Sarah Jones

Abstract
Blended learning has transformed the landscape of classrooms over the past few years, as technology has become
more readily accessible. This review of literature aims to explore this transformation by looking into the history
leading up to the regular use of technology in the classroom, as well as the theoretical frameworks that support the
premise of blended learning. Several significant themes in the literature are discussed, next, in addition to some of
the main oppositions to the implementation of blended learning. Legislation pertaining to blended learning and
technology in education is briefly described, followed by a description of the impacts that the successful
implementation of effective blended learning environments can have on students, teachers, and districts. To
conclude, several areas for future research are addressed.
 STUDIES
1.
IETC 2014
Availability of online learning tools and the readiness of
teachers and students towards it in Adekunle Ajasin
University, Akungba-Akoko, Ondo State, Nigeria
Akingbemisilu Abiola Afolabi
Department of Science and Technical Education, Faculty of Education, Adekunle Ajasin University, Akungba-Akoko, Ondo
State,340001, Nigeria
Abstract
This study was carried out in Adekunle Ajasin University, Akungba Akoko Ondo State, Nigeria to verify the level of availability of
Online learning tools and to find out the level of readiness of both the teachers and students toward using it. Three research questions
and three hypotheses were raised and tested for the study. Descriptive survey research design was adopted for the study. A sample of
one hundred and twenty-five respondents participated in the study. The research instruments were questionnaires; one designed for the
teachers and the other for the students, both were tested for reliability using Cronbach Alpha formula and the reliability co-efficient of
each yielded 0.82. The instruments were checked for face, content and construct validity by three experts in computer education and
educational technology before administration. Data obtained were analyzed using simple percentage and chi square statistical tools.
Findings from the study revealed that online learning tools are available at Adekunle Ajasin University Akungba- Akoko but the
practice has not begun. Students and lecturers are equally ready to use online instructional method whenever it is introduced into the
university system. Recommendations were made as follows: The management of Adekunle Ajasin University Akungba-Akoko should
introduce On-line instructional method into the school’s curriculum also the Nigerian government should ensure that students are
taught about the use of Online instruction right from their secondary school.

2.
READINESS FOR BLENDED LEARNING: UNDERSTANDING ATTITUDE OF UNIVERSITY STUDENTS
Chun Meng Tang
UCSI University
No. 1, Jalan Menara Gading, Cheras 56000, Kuala Lumpur, Malaysia
[email protected]
Lee Yen Chaw
UCSI University
No. 1, Jalan Menara Gading, Cheras 56000, Kuala Lumpur, Malaysia
[email protected]
ABSTRACT
Information technology (IT) has provided new means for learning delivery outside of conventional classrooms. Leveraging
on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can
provide. To help institutions of higher learning (IHLs) improve their understanding of how students view blended
learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to
examine how the attitude of students towards different learning aspects could influence their readiness for blended
learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time
undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in
education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-
order formative construct and formed by four first-order reflective constructs—attitude towards online learning, study
management, online interaction, and learning flexibility—had a International Journal of Cyber Society and Education 80
positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a
negative relationship with student readiness for blended learning. An understanding of student attitude towards different
learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for
successful implementation of blended learning.
3.
12-2016
Blended Learning and Educational Technology:
Using An Online-Digital Curriculum To Support
Student Learning
Jennifer Camilleri
Follow this and additional works at: https://digitalcommons.nl.edu/diss
Part of the Educational Leadership Commons
This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted
for inclusion in
Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact
[email protected].

ABSTRACT
XYZ District has recently invested in a one-to-one technology initiative, providing each student in grades three through eight with an
iPad. However, consistent integration of this new technology with classroom teaching strategy has been lacking, even though teachers
were provided with a digital curriculum and guidance in blendedlearning pedagogy through the XYZ Internal University. This may be
due, in part, to the evolving culture in many schools, as well as teacher competencies and self-efficacy in using the technology. Given
the potential for significant student learning gains through the proper implementation of this technology, two representative teachers
were surveyed to gather data regarding iPad use in the classroom. The teachers were then provided training in use of the Odyssey
supplemental digital curriculum, and surveyed again after one month’s consistent use of the program. In a follow-up survey one month
later, these teachers reported increased student content mastery and engagement from consistent use of the iPads and Odyssey
curriculum.

4.
12-2016
Enabling Change: Faculty and Student Perceptions
of Blended Learning
Ronald Washington
University of the Incarnate Word, [email protected]
Follow this and additional works at: http://athenaeum.uiw.edu/uiw_etds
Part of the Education Commons, and the Social and Behavioral Sciences Commons
This Dissertation is brought to you for free and open access by The Athenaeum. It has been accepted for inclusion in Theses &
Dissertations by an
authorized administrator of The Athenaeum. For more information, please contact [email protected].
Recommended Citation
Washington, Ronald, "Enabling Change: Faculty and Student Perceptions of Blended Learning" (2016).Theses & Dissertations. 11.
http://athenaeum.uiw.edu/uiw_etds/11
Conclusions
Blended learning represents a shift in the profession of instruction that requires time for implementation. The need to embrace blended
learning now requires investment in the tools, training and support, needed by faculty to facilitate blended learning environment that is
more divers and highly supported by technology (Hofmann, 2006). The objective of this quantitative survey research study with
qualitative support sought to explore student and faculty perceptions of blended learning by addressing questions of use, frequency,
readiness, and satisfaction with blended learning experiences. This research adds to existing scholarly literature in the field of
blended learning by jointly exploring student and faculty perceptions and provided descriptive analysis. Generally, students and
faculty have similar views about the support provided for the web-based technologies used in blended learning courses. However,
perceptions of the85 proficiency of faculty members in the study differed between students and faculty. In order to sustain teacher
presence in a blended learning environment that supports the social and cognitive needs of a diverse population of students, training
faculty members is very important because a particular skill set is needed when it comes to technologies used in the classroom. The
results of this study suggest that more training can be offered to faculty and students by technology support staff to increase their
proficiency with web-based learning tools used in the classroom. This research deviates somewhat from other studies whose focus was
either directly on student perceptions or on faculty perceptions of the blended learning experience. By comparing student and faculty
perceptions at a single location, this study sought to add to the literature in this area by offering an alternative, comparative view of
how faculty and students perceive each other in the blended learning environment. Once these perceptions are out and openly
discussed, an opportunity for administrators, faculty and students to engage more productively in the blended environment can be
achieved. It is not enough to understand blended learning from the instruction or student side. Comparing perceptions of all members
within the learning community is necessary to ensure the benefits of a blended environment can be experienced by all.
5. Examining Faculty Perception of Their Readiness to
Teach Online
Florence Martin, Kiran Budhrani, and Chuang Wang
University of North Carolina Charlotte

Abstract
Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is
measured by faculty attitudes about the importance of online teaching competencies and faculty’s perceptions of
their ability to confidently teach online. Validity and reliability of faculty responses to an online instrument and
factors related to faculty perception are examined. Descriptive statistics and item-level means for the
competencies are provided. For course design, course communication, and technical competencies, faculty rated
the perception of importance higher than they rated their ability in these areas, whereas for time management
their perception of their ability was higher than their attitude about its importance. MANOVA showed
significant differences in gender, years of teaching online, and delivery method for faculty perceptions of
importance of online teaching competencies. Significant differences were also noted in years of teaching online
and delivery method with respect to ability to teach online.

6.
8-2016
Teacher + Technology = Blended Learning: How
Important is the Teacher in this Equation?
Catherine A. Doom
University of Nebraska-Lincoln, [email protected]
Summary
Schools work toward ensuring that all students reach their upmost potential. One way schools and districts are working to address that
goal is through the use of blended learning. Barkley (2010) noted that there is a need for additional research to determine if blended
learning can potentially improve teacher effectiveness. This instructional delivery needs to have more research specifically in a K-5
education setting. This study was performed in an effort to add to the current research base and inform current practitioners to create
and support more effective blended learning implementations. The study included 7 districts across 6 states; 16 teachers and 112
students. Participating teachers were asked to complete a survey at the beginning of the implementation soliciting information related
to teacher demographic and capturing teacher perception on their belief, knowledge and technology adoption rate according
to Rogers DOI technology adoption categories (Rogers, 2003). A post survey was collected from the participants as well to review
their belief and knowledge and elicit qualitative feedback related to belief and knowledge. In addition to survey data, the researcher
collected teacher action data from the VPORT data management system to determine if teachers were taking part in four areas:
logging in to the Velocity® system, downloading teacher lessons, acknowledging actionable teacher alerts, looking at specific student
information. 59 All information was then analyzed using ANCOVA, ANOVA, regression, and descriptive statistics.

7.
2019
High School Teacher Perceptions of Blended Learning
Stephen Raymond
Walden University
Abstract
Blended learning technology integration by teachers can be influenced by a number of factors and is not simply a matter of following
the dictate of an administrator or supervisor. A lack of knowledge exists as to what extent a high school teacher’s perception of
blended learning influences his or her implementation decision. The purpose of this qualitative study was to explore the perceptions of
high school teachers regarding their decision to implement blended learning pedagogy in their classroom. Social cognitive theory and
the technology acceptance model were used as the conceptual framework for this study. The key research questions were used to
examine the perceived ease of use and the perceived usefulness of technology and their effect on the decision to implement blended
learning pedagogy. Participants were 11 teachers with access to blended learning pedagogy from 4 different school sites. Data sources
were semi structured interviews. Data were analyzed using a multistage, open coding approach, identifying themes of positive and
negative influencers of perceptions of blended learning pedagogy. Results indicated that teachers have a high regard for classroom
technology use and recognize the potential value of blended learning with the ability to individualize instruction as the strongest
positive aspect. The results also indicated that the key negative influences on perception were lack of professional development and
technology resource support, i.e., Internet availability and computer access. This study creates positive social change by providing all
high school education stakeholders knowledge of the influencers of teacher perceptions of blended learning to address potentially
negative influences, increase the likelihood of classroom adoption, and reduce wasted resources.
8.
Learning in the 21st century: a phenomenological study of a blended learning program
Katherine E. Tarvyd
ABSTRACT
The purpose of this phenomenological study was to explore the lived experiences and perspectives of students currently enrolled in
or graduates within the last 3 years from a unique blended learning program at Sunshine High School and Sunshine I Academy,
schools in California. This study also sought to describe how these schools address the needs of high school students in a 21st
century learning environment. The two theoretical frameworks used to drive this study were social constructivism and personalized
learning theory. This qualitative study was conducted in a single school district that offers some students a blended learning
program; part of their school schedule takes place at the comprehensive high school and the other part of their schedule is offered
via the district’s academy. Seven current students and one graduate within the past 3 years participated in in-depth, semi-structured
individual interviews. The interview instrument used researcher-developed questions aligning with four themes identified in the
research as influencing high school graduation rates, including personalized schools, rigorous and relevant curriculum, assistance to
students, and qualified instructional staff (Dianda, 2008). The study resulted in six conclusions based on the analysis and
interpretation of the study findings: flexible learning schedule, alternative pathway for education, supportive, diverse learning styles,
extended learning supports, and multiple motivations to enter a blended learning program. Participants shared that the blended
learning program was a supportive one that offered them a flexible learning schedule so they could participate in their
extracurricular activities. Each student had varying learning needs; participants shared that the blended learning program
accommodated their diverse learning styles. Participants felt that extended learning supports would enhance the program. Four
practical recommendations to support blended learning resulted from analyzing the results of this study. First, school districts need
to review their board policies to address online classes and or blended learning programs. Second, school districts need to examine
the possibilities of offering online classes to students within a traditional high school setting. Third, school districts need to
implement programs to monitor the social-emotional well-being of students enrolled in online classes, as some students may isolate
themselves from social interaction. Fourth, school districts need to focus their Local Control Funding Formula (LCFF) funding to
prioritize programs to meet the needs of students which could include funding for online courses.

9.
Teacher Readiness for Online Teaching: A Critical Review*
Thanh Thi Ngoc Phan1 and Ly Thi Thao Dang2
1Vice Director, eLearning Center – HCMC Open University,Vietnam,[email protected]
2Staff Executive, eLearning Center – HCMC Open University, Vietnam, [email protected]
Abstract
Online teaching is not only a trend but also a must at most of universities and colleges in many countries. The changes
from conventional teaching to online teaching requires good preparation for faculty to adapt to the paradigm shift.
Although online teaching has been popular in the world over the last two decades, it is new to faculty at universities in
Vietnam, typically Ho Chi Minh City Open University (HCMCOU). Within the context of HCMCOU who is about to
launch their online programs, it is essential to prepare the readiness for the faculty in online teaching (e-readiness).
Conducting a research-based set of content and criteria is an initial step in this process. Hence, this literature review
examines the prior empirical and case study research studies about teacher e-readiness including teacher attitudes, teacher
training, and technical skills. The findings provide a foundation for HCMCOU in enhancing the preparation quality.
10.
Preservice Teachers' Perceptions of Readiness for Teaching in a 1:1 Classroom
Laura Jeffery University of New Mexico - Main Campus
ABSTRACT

PRESERVICE TEACHERS’ PERCEPTIONS OF READINESS

FOR TEACHING IN A 1:1 CLASSROOM
LAURA JEFFERY
B.A., Business Administration, San Diego State University, 1985
M.A., Educational Leadership, New Mexico Highlands University, 2006
Ed.D., Educational Leadership, University of New Mexico, 2019

With the emergence of digital technology as a primary means to communicate and learn, it is imperative that educators
become proficient in utilizing 21st century digital tools and apps. However, research has shown that preservice teachers'
levels of readiness for teaching in 1:1 classroom are not sufficient. Preservice teachers need to increase their proficiency
with technology, both hardware and software, in order to maximize student achievement and prepare their future students
for a wide array of post-secondary options.
This study examined the perceptions that preservice teachers held regarding their readiness to step into 1:1 classrooms
upon completion of their teacher candidacy program. The study was guided by these two questions: What professional
digital competencies designed for a 1:1 classroom were being taught in the preservice teachers’ education courses? To what
extent did preservice teachers feel prepared to begin their careers teaching in 1:1 classroom?
Preservice teachers reported a wide range of responses when asked to reflect on their digital competencies and assess their
levels of proficiency. When asked to assess their proficiency with hardware and educational software, the percentage of
participants who agreed they were proficient ranged from 16% to 97%. However, a more complextory emerged by
conducting a cross-tabulation analysis between proficiency and readiness to teach. The cross-tabulation data revealed that
preservice teachers’ levels of proficiency with hardware and educational software declined when readiness to teach was
also considered. The level of hardware and educational software training preservice teachers received appeared to be
highly dependent on the background of the faculty teaching their courses and their field study placement. Preservice
teachers were less likely to receive training on integrating software apps into their lessons during their formal coursework,
but were confident they would receive additional training in their school districts.
When asked about their readiness to teach, 73% of the participants responded they were prepared to select technologies to
use in their 1:1 classroom that enhanced what they taught, how they taught, and what students learned. In contrast, when
each participant’s total score was calculated for the hardware and educational software questions, the percentage of
participants who agreed they were proficient ranged from a low of 36.5% for hardware to 56.4% for educational software.
This study was a single exploratory case study, which focused on the elementary and secondary students enrolled in the teacher
candidacy program at one university, during the course of one semester. The sample consisted of 63 preservice teachers who
responded to an electronic survey. Three preservice teachers were interviewed to elicit additional contextual data.

11.
Investigating self-directed learning and
technology readiness in blending learning
environment
Shuang Geng1, Kris M. Y. Law2* and Ben Niu1
* Correspondence: Kris.law@deakin.
edu.au
2School of Engineering, Deakin
University, Geelong, Australia
Full list of author information is
available at the end of the article
Abstract
Blended Learning (BL) creates a ‘rich’ educational environment with multiple technology enabled communication forms in both face-
to-face and online teaching. Students’ characteristics are closely related to the learning effectiveness in the BL environment. Students’
ability to direct themselves in learning and to utilize learning technologies can affect student learning effectiveness. This study
examined the impacts of self-directed learning, technology readiness, and learning motivation on the three presences (social, teaching,
cognitive) among students undertaking subjects in BL and non-BL (NBL) settings. The results indicated that the BL environment
provides good facilitation for
students’ social involvement in the class. Student technology readiness plays a stronger role in impacting the teaching presence in a
BL environment than NBL environment. These findings imply that a proper BL setting creates a cohesive community and enhances
collaborations between students. Prior training of learning technologies can
potentially enhance students’ teaching presence.
12.
Teachers’ Readiness in Online Teaching Environment: A Case of Department of Education Teachers
Randy Joy M. Ventayen
eLearning Administrator, Pangasinan State University, Open University Systems

Abstract – This paper explores the readiness of the teachers of the Department of Education in Open and Distance Education
Environment which includes technical skills, experience with online teaching and learning, attitudes toward online learning, and time
management and commitment. The respondents were the elementary and secondary teachers of the Department of Education who
are currently enrolled in the Pangasinan State University, Open University Systems taking up Masters or Doctorate degrees in
Educational Management. The quantitative methodology was used in data collection techniques, and the correlation was used to
determine the significant difference. The results of the research indicated that teachers had a positive attitude in oDel, where the
majority of the respondents are ready for online teaching. It is recommended that a virtual learning environment training should be
implemented for the benefit of the teachers. Future is evident in the Philippines that teachers are ready and competent that will
contribute to the changing environment of education.

13.
Blended Learning Adoption and Implementation in Higher
Education: A Theoretical and Systematic Review
Bokolo Anthony Jr.1 · Adzhar Kamaludin2 · Awanis Romli2 ·
Anis Farihan Mat Raffei2 · Danakorn Nincarean A. L. Eh Phon2 · Aziman Abdullah2 ·
Gan Leong Ming2
Accepted: 26 September 2020
© The Author(s) 2020
Abstract
Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL
integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the
theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration.
However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students,
lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL
implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles
published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main
findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in
higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities,
information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers.
Besides, the review reveals that the adhoc, technology acceptance model, information system success model, the unified theory of
acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior
studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing
insights into the theoretical foundation of BL adoption and implementation in higher education.

14.
Using Blended Learning Approach (BLA) in Inclusive
Education Course: A Study Investigating Teacher
Students’ Perception
https://doi.org/10.3991/ijet.v15i02.9285

Abstract—The purpose of this study is to explore students' perceptions about the application of blended learning (BLA) approach in
inclusive education courses. Thirty (30) students participated in this study. Data collection is done by open interviews to find out
student perceptions about the application of integrated learning. The results of the interviews were analyzed using content analysis
techniques. Based on data analysis, there are four categories of student attention, namely: the display of learning management systems
(LMS); accessibility; benefits and sustainability. Students' perceptions of the appearance of LMS on the web are following the
learning objectives but must be modified to make it easier for students to understand. Internet accessibility in the campus
environment to the web is still unstable and slow. Benefits of BLA for students can add to the learning experience, knowledge,
variations in learning models, learning more flexible and independent. Students hope that BLA can be continued because it can
increase students' interest in learning, learning is more modern, flexible and independent.
15.
E-Learning Technology Adoption in the Philippines: An Investigation of Factors
Affecting Filipino College Students' Acceptance of Learning Management Systems
Manuel B. Garcia
Doctor in Information Technology Student,
Graduate Studies, University of the East
Program Head, STI College Taft
www.manuelgarcia.info
[email protected]
ABSTRACT
When combined, education and technology can build dynamic teaching and learning experiences that are tailored to developing and
transforming the educators and learners needed to power the digital economy. For some reasons, however, there is still a big chunk
of people especially students who aren’t ready yet to embrace the technological change in the field of education. This study aims to
determine the factors affecting students’ e-learning technology acceptance particularly on Learning Management Systems (LMS) in
the Filipino context. A conceptual model was proposed based on the Technology Acceptance Model (TAM) which was extended
through the inclusion of Internet Connectivity Experience (ICE), Social Media Influence (SMI), Integrated Multimedia Instruction
(IMI), System Interactivity (SI) and Perceived Quality Work of Life (PQWL) as additional predictor values. The constructs were
determined according to the three-tier use model (3-TUM) which was characterized to explore users’ attitudes towards IT at three
levels. The target population in this research was Filipino students from colleges that are considered as promoters of eLearning
integration in the educational sphere in the Philippines. The collected data from 629 Filipino college students were analyzed using
structural equation modeling (SEM) technique based on AMOS methods. Finally, a path model was created to examine the
relationships between the factors to explain students’ adoption of e-learning technology from the information systems acceptance
point of view. As a result, it provided practical and technical implications applicable for local and global school
environments that could help educational leaders, educational technologists, educators and learners in their development,
implementation, and acceptance of e-learning technology like LMS.
16.
Using Technology to Change Education: Blended Learning in the Science Classroom
LaToya D. Washington
Lamar University
EDLD 5314: Digital Learning in Local and Global Contexts
Dr. Julene Reed
May 10, 2020
Abstract
This paper intends to highlight the trends in technology over several years and contrast the differences in adoption and implementation
between the field of education and the rest of the world. Education has been slow to adopt new practices and continues to remain less
technologically advanced than the society it aims to educate. The focus of this review is to call attention to the impact on science
education using journal articles and reports in the fields of education, educational technology, and learning and behavioral sciences.
By being reluctant to incorporate technology, science educators miss out on the opportunity to enhance the learning of their students
using strategies such as blended learning. Blended learning can be a tool that aids in the development and strengthening of the 21st
century skills needed by students to think critically, apply learning, and solve real-world problems in the classroom, in the workforce,
in higher education, and most importantly, in their daily lives. Blended learning is a strategy made possible by ICT implementation.
Successful implementation requires clear vision, detailed and intentional planning, training, monitoring, and adjustment. Leaders
should look to the experiences of others to plan for success and avoid pitfalls. Well-planned and poorly-planned
technology projects are documented in the literature that can be used as learning examples.

17.
Blended Learning from Design to Evaluation:
International Case Studies of Evidence-Based Practice
Norman Vaughan
Mount Royal University, Canada
Abstract
This study compares and contrasts four international faculty development programs for blendedlearning in order to understand the
benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who
participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment
from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of
common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the
redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be
involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-
face course. The key recommendation from this study is that a faculty development program for blended learning needs
to be clearly aligned with the institution’s vision and mission.
18.
An integrated blended learning approach for physical education
teacher education programmes: teacher educators’ and preservice
teachers’ experiences
Antonio Calderón , Dylan Scanlon, Ann MacPhail and Brigitte Moody
Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
ABSTRACT
Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise,
or threat, that digital technology will revolutionize the way in which universities operate. Blended learning is part of this digital
revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure of
blended learning as central to mainstream higher education has been heightened exponentially during the COVID-19 pandemic.

Purpose: Challenged by the argument around the concept of ‘blended’ being ill defined, and also given the lack of practical ‘blended’
experiences in physical education teacher education (PETE), this paper aims to explore physical education teacher educators’ and pre-
service teachers’ (PSTs’) enactment and experiences of an integrated approach to blended learning.

Method: Three physical education teacher educators and two classes of physical education PSTs participated. The integrated blended
approach was designed through a block structure which allowed intended outcomes, teaching and learning activities and assessment
tasks to be aligned and interconnected. Data collection occurred over two academic years for the same three physical education
teacher educators and two different cohorts of PSTs. Focus groups interviews were conducted with the three teacher educators and a
voluntary sample of PSTs. PSTs’ learning blogs were also analyzed.

Results: Findings were presented in three categories: Development of strong building blocks; Blended learning ‘releases the teaching
and learning from the grips of the lecturer’; and Assessment in a blended (and non-blended) environment. We attempted to go beyond
the binary humanist assumption about blended learning by designing an integrated approach with a clear but flexible structure. That is,
with an organic alignment and purposeful integration of all its instructional components.

Conclusions: When introducing blended learning in a (physical education) teacher education program me, we suggest designing an
aligned and integrated approach structured in blocks, where all instructional components are interconnected and informing each other,
enhancing prior knowledge. Given the growing role of digital technology for teaching and learning in educational policies and new
PETE curricula, we advocate for the publication of more research-based experiences on blended learning in PETE programs that
might be replicated in other PETE programs. This would encourage colleagues to explore the implications of digital technology and
learn from other PETE contexts and also the sustainability of digital technology as an established mode of delivery.

19.
Teachers’ Descriptions of Effective Professional Development Provided to Implement a
Blended Learning Flipped Classroom
Submitted by
Krista Marie Cox
Abstract
The purpose of this qualitative descriptive study is to discover how and in what manner high school teachers who have received
professional development training in blended learning flipped classrooms describe their experience with that professional development
in relation to the actual experience of enacting a blended learning flipped classroom. Through interviews and journals, 10 public high
school teachers from the Phoenix, AZ area provided insights to address the questions of describing the effectiveness of professional
development intended to train teachers on the concepts and applications of blended learning flipped classrooms, and to describe the
most important aspects of successful implementation of the blended learning flipped classrooms based upon their own experiences.
The theoretical foundation for this study is the TPACK theory. The first research question sought out how teachers describe the
effectiveness of professional development intended to train teachers on the concepts and application of blended learning
flipped classrooms. The second research question sought out what teachers think are the most important aspects of successful
implementation of a blended learning flipped classroom from their own experience with implementing this type of classroom. In
answering the first research question, the researcher found teachers lack an accurate description of blended learning and are not well-
trained or fully prepared to implement a blended learning flipped classroom. In answering the second research question, the
researcher found there are several components to master that require hands on experience in order to implement an effective blended
learning classroom.

20.
Towards a pedagogical model for science
 education: bridging educational contexts through
a blended learning approach
José Bidarra & Ellen Rusman
ABSTRACT
This paper proposes a design framework to support science education through blended learning, based on a participatory and
interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design
framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour
market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are
related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins
of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant
literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students.
The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary
life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and
pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s
flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).

21.
A Phenomenological Study of Teacher Perceptions of Blended Learning:
Definition, Adoption, and Professional Development
by
Gregory A. Katzin
March 18, 2020
Abstract
Blended learning has become a popular alternative to traditional instruction. Professional development that supports teachers’ practice
of the phenomenon continues to evolve (Shand & Glassett Farrelly, 2017). The purpose of this phenomenological, mixed method
study was to investigate high school teachers’ perceptions, through the lens of Knowles’ adult learning theory (Knowles, Holton, &
Swanson, 2015), of the definition of blended learning, the impact previous professional development had in shaping definitional
understanding and implementation of blended learning, and perceptions of future professional development needs. Few studies have
focused on secondary blended learning professional development and the impact shared definitions of blended learning had on the
effectiveness of professional development (Gurley, 2018; Halverson, Spring, Huyett, Henrie, & Graham, 2017; Shand & Glassett
Farrelly, 2017). Analysis of quantitative data, collected in four Southwest Missouri high schools, revealed emergent
definitional themes that informed the development of the qualitative instrument. Responses from 12 teacher interviews were examined
and four themes emerged: interpretations, techno centric, instructional backing, and professionals’ needs. Findings revealed a shared
definition of blended learning did not exist among teachers. Teachers perceived previous blended learning professional development
was ineffective. Teachers perceived future blended learning professional development that defined and modeled blended learning, and
acknowledged their needs as adult learners, would support their practice of blended learning. The conclusions reached in this study
have important implications for blended learning professional development planners and instructional support specialists.