Blended Learning as an Instructional Strategy to Improve Academic Performance

Blended Learning as an Instructional Strategy to Improve Academic Performance by Debra-Dreana Marshall MA, Walden University, 2012 BS, University of the West Indies, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2018 Abstract Higher education institutions in Barbados have introduced blended learning as a strategy to improve students’ academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.Higher education institutions in Barbados have introduced blended learning as a strategy to improve students’ academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site. Blended Learning as an Instructional Strategy to Improve Academic Performance by Debra-Dreana Marshall MA, Walden University, 2012 BS, University of the West Indies, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2018 Dedication I dedicate this doctoral study to the two most prominent people who share my life, my husband and my dad. With their guidance and faith, I remained motivated to complete this course of study successfully. I dedicate this work to the memories we shared during this journey. Acknowledgments I am very much appreciative of the role my husband, Hayden, played in ensuring that I followed my dreams of achieving this qualification. There were sacrifices made, and he was there with me to provide the needed support and motivation. I wish to acknowledge my heartfelt thanks and eternal gratitude for his kindness and never-ending love. My best friend played an instrumental role in ensuring I stayed on track and remained focused on achieving my goal. Through my darkest hours, he was my guiding light. I thank him for his friendship and faith. Thank you for seeing me through to the end. The guidance and support provided by my first chair, Dr Robert McClure, was invaluable. I truly appreciate the patience and kindness he showed during this process. Dr Orr’s contribution as reviewer and then second chair allowed for improvements, and I am especially grateful to her for being with me to the end. I am grateful that the study site permitted me to complete this project study, and I am especially thankful to the leadership for considering the findings as they continue to institutionalize blended learning at their college.