AERA2014-Parent and Student Perceptions of a Blended Learning Experience
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Parent and Student Perceptions of a Blended Learning Experience Jason Siko Assistant Professor of Educational Technology Grand Valley State University Michael Barbour Director of Doctoral Studies Assistant Professor of Educational Leadership Sacred Heart University
description
AERA2014 Presentation Siko, J.P., & Barbour, M.K. (2014, April). Parent and Student Perceptions of a Blended Learning Experience. Presentation at the American Educational Research Association Annual Meeting, Philadelphia, PA.
Transcript of AERA2014-Parent and Student Perceptions of a Blended Learning Experience
Parent and Student Perceptions of a Blended Learning
Experience
Jason SikoAssistant Professor of Educational TechnologyGrand Valley State University
Michael Barbour
Director of Doctoral Studies
Assistant Professor of Educational Leadership
Sacred Heart University
Research Questions1. What are the perceptions of
students in a blended learning class?2. What are the perceptions of parents
whose students are in a blended learning class?
Setting• AY2011-2012 • Large, suburban, Midwestern high school (~1800
students in grades 10-12)• Culturally homogenous; however, diverse with
respect to SES• Course: International Baccalaureate Biology –
Higher Level (IB Bio-HL)o 43 students, grade 11o 1st half of course – Face-to-faceo 2nd half of course - blended
Methods• Administered anonymous survey via Google
Forms to parents and studentso All students participated (n=47)o Limited parent participation (n=14)
• Descriptive statistics for Likert and selected-response questions
• Open-ended questions were analyzed for themes using constant comparative method (Strauss & Corbin, 1994)
• Liked the independenceo Although some struggled with the autonomy (~liked the “pressure” of
being in class)o Many admitted to falling behind
• Various “favorites”/”dislikes”• Some wanted more communication/had confusion
Parents
Parent comments• Excited with a little apprehension• Some frustration with communication (grades)
o Despite access to online grades
• “ABLE to get lazy…” • Overall, most seemed glad their student had the
experience.
Implications• Emphasize communication in teacher preparation
for blended instruction to both parents and students
• Look for ways to mitigate organization and self-regulation issues
Thanks for listening!Jason P. SikoAssistant Professor of Educational TechnologyGrand Valley State UniversityGrand Rapids, MI
[email protected] [email protected]://jasonsiko.com@jasonsiko
Michael K. BarbourDirector of Doctoral Studies, Isabelle Farrington College of EducationAssistant Professor, Educational LeadershipSacred Heart UniversityFairfield, CT
[email protected] http://michaelbarbour.comhttp://virtualschooling.wordpress.com@mkbshu
