Advisor

Ku, Heng-Yu

Committee Member

Kyser, Christine D.

Committee Member

Omdal, Stuart

Department

Educational Technology

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

7-28-2016

Genre

Thesis

Extent

273 pages

Digital Origin

Born digital

Abstract

The purpose of this study was to provide educators and other individuals who are interested in the Station Rotation blended learning model with an opportunity to peek inside a classroom setting as the model was being implemented in a third grade classroom. Specifically, this study researched what happened in a third grade classroom during an implementation of the Station Rotation blended learning model and the resulting perceptions of the model by the third graders who were part of the study. One teacher and 31 third graders participated in this case study over the period of a semester. Through a teacher questionnaire, teacher/researcher journals, and observations by a principal, an assistant principal, a literacy instructional coach, a math instructional coach, and the researcher (via video), nine themes emerged that explained what happened during the Station Rotation blended learning implementation. Seven of the themes were directly related to the teacher’s actions within the blended classroom: Managing Learning Materials/Work Spaces, Routines, Classroom Management, Technology, Teacher’s Role, Logistics of Blended Learning, and Instructional Considerations. Two of the themes, while not actions directly performed by the teacher, still impacted the teacher’s decisions during the implementation: Students’ Actions and Interruptions to Learning. It was recommended that future blended educators consider these nine themes as they begin implementing a Station Rotation blended learning model in their classrooms. Additionally, 31 third grade students participated in student focus group interviews and completed student questionnaires. Five positive and two negative themes emerged that explained the perceptions the students had about the Station Rotation blended learning model. The five positive themes were Content, Technology, Learning, Fun, and Getting Help, and the two negative themes were Challenging Work and Technology. While the students did share two negative themes, the overall perceptions of the Station Rotation blended learning model were very positive. Finally, recommendations were given to future educators about implementing this model in their classrooms. These recommendations included five lessons for educators who are ready to begin blending learning. The five lessons were (1) give yourself permission to make mistakes and learn with the students, (2) be flexible, (3) start small; you do not have to blend every lesson of every subject every day, (4) it is okay to teach a whole class lesson when needed, and (5) collaborate with other blended learning teachers. Implications for current and future educational fields were provided including insights into what occurs during a Station Rotation blended learning model within an elementary school classroom and by giving a genuine look at how students in an elementary-aged classroom perceive the Station Rotation blended learning model.

Degree type

PhD

Degree Name

Doctoral

Language

English

Rights Statement

Copyright is held by the author.

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