Theses and Dissertations

Date of Award

5-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Laura Jewett

Second Advisor

Pauli Badenhorst

Third Advisor

Maria Elena Corbeil

Abstract

The COVID-19 pandemic has accelerated the integration of technology in classrooms. This has highlighted the need for a deeper understanding of how students experience these learning environments. In response, this case study explored how students experience blended learning in post emergency learning through a digital equity lens. The analysis of interview data revealed six major themes, which yielded three key findings. These findings emphasize the need to embrace a simplified approach to technology integration, refine instructional practices to effectively use technology as a supplement rather than a replacement for traditional tactile elements, while also advancing digital literacy that builds high yield digital capital. This case study significantly contributes to the discourse surrounding effective instructional practices within blended learning as well as broader discussions on digital equity. The case study offers actionable implications for educators, policymakers, and researchers across curriculum design, pedagogical practices, and professional develop that empowers educators to implement successful blended learning initiatives using a digital equity lens. Furthermore, future research may explore various instructional strategies, models, and differentiated instructional practices that foster equitable experiences for all students in blended learning classrooms.

Comments

Copyright 2024 Heidy Marisol Garcia Moreno.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/pqdtglobal1/dissertations-theses/exploratory-case-study-students-blended-learning/docview/3085275084/sem-2?accountid=7119

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