High School Students’ Lived Experiences of the Process of Transitioning to a Flex Model of Blended Learning
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Authors
Long, James M.
Issue Date
2020-05
Type
Dissertation
Language
en_US
Keywords
Activity programs in education , Autonomy (Psychology) , Blended learning , Dissertations, Academic--United States , Education, Secondary , Social cognitive theory , Web-based instruction
Alternative Title
Abstract
The purpose of this study was to understand how high school students experienced and then made sense of experiences during the transition to a flex model of blended learning in an alternative high school program. I conducted a series of three interviews with sixteen students. The interviews were transcribed and coded using MAXQDA. The coding process led me to develop four themes expressed as versus codes: I can't vs. I can, unsafe vs. safe, stuck vs. free, and people vs. person. I presented my interpretations using narrative profiles, which were organized by theme. I concluded the study by making connections between my themes and Bandura’s social cognitive theory and reciprocal determinism.
Keywords: online learning; blended learning; flex model of blended learning; alternative high school programs; social cognitive theory; reciprocal determinism;
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.