dc.contributor.author	Long, James M.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2020-08-04T19:08:20Z
dc.date.available	2020-08-04T19:08:20Z
dc.date.issued	2020-05
dc.identifier.other	E606A3D7-4AF9-D5A6-4A31-F88245F7FE56	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4299
dc.description.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;	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Chapter II: CONTEXT FOR THE STUDY 7 -- Proposed Conceptual Framework 7 -- Related Literature 11 -- Pilot Research 19 -- Research Questions 27 -- Conclusion 27 -- Chapter III: QUALITATIVE INQUIRY 29 -- Research Design 29 -- Research Relationships 30 -- Setting and Participant Selection 31 -- Participant Biographical Information 33 -- Data Collection 44 -- Data Analysis 47 -- Cycles of coding 48 -- Versus codes 53 -- Between cycles of coding 56 -- Updated Conceptual Framework 61 -- Validity 64 -- Writing it Up 70 -- Summary 73 -- Chapter IV: PATTERNS EXPRESSED AS THEMES 74 -- Profiles 75 -- Unsafe vs. safe 75 -- Stuck vs. free 80 -- People vs. person 85 -- Summary 93 -- Chapter V: I CAN’T VS. I CAN 94 -- Profiles 99 -- Summary 109 -- Chapter VI: MAKING CONNECTIONS 111 -- Being Heard 112 -- Linking to Literature 114 -- Agency 115 -- Social cognitive theory and reciprocal determinism. 118 -- Focus Groups 121 -- Debriefing LVA Staff 129 -- Vignette of Teachers’ Reactions 129 -- Vignette of Administrator’s Reactions 133 -- Final Thoughts 137 -- References 140 -- Appendix A: Online Learning Concept Map 150 -- Appendix B: Characteristics of LVA Students 152 -- Appendix C: IRB Materials 155 -- Appendix D: Parent/Guardian Permission 162 -- Appendix F: Consent to Participate 168 -- Appendix G: GCSD Approval to Conduct Research 172 -- Appendix H: Label for Envelope 174 -- Appendix I: Recruitment Flyer 176 -- Appendix J: Contact Form 178 -- Appendix K: Script for Notifying Participants 181 -- Appendix L: Script for Meeting with LVA Classes 183 -- Appendix M: Interview Matrix 185 -- Appendix N: Focus Group Statement of Consent 188 -- Appendix O: Validity Matrix 190 -- Appendix P: Four Themes with Subcodes 192 -- Appendix Q: MAXMaps 196	en_US
dc.format.extent	1 electronic document, 209 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Activity programs in education	en_US
dc.subject	Autonomy (Psychology)	en_US
dc.subject	Blended learning	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Social cognitive theory	en_US
dc.subject	Web-based instruction	en_US
dc.title	High School Students’ Lived Experiences of the Process of Transitioning to a Flex Model of Blended Learning	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the James L. and Dorothy H. Dewar College of Education and Human Services	en_US
dc.description.advisor	Schmertzing, Lorraine
dc.description.committee	Schmertzing, Richard
dc.description.committee	Radcliffe, Barbara
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US