Teacher Perception of Blended Learning on Student Engagement in the Post-Pandemic Era
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| Title: | Teacher Perception of Blended Learning on Student Engagement in the Post-Pandemic Era |
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| Language: | English |
| Authors: | Runa Chatterjee, Kelly Brown, V. Kaye Shelton |
| Source: | Education Leadership Review of Doctoral Research. 2024 12:54-75. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Teacher Attitudes, Blended Learning, Learner Engagement, COVID-19, Pandemics, Educational Change, Educational Technology, Public Schools, High School Teachers, Academic Achievement, Instructional Effectiveness |
| Geographic Terms: | Texas |
| ISSN: | 1532-0723 |
| Abstract: | The world of education faced an unprecedented challenge when the pandemic forced schools to close and transform into remote education through digital platforms. When the schools started to reopen for face-to-face instruction post-COVID, instead of returning to the familiarity of traditional classrooms, the educators realized that the education landscape had changed. Digital platforms continued to play an integral part and students displayed disengagement from school. A public high school in southeast Texas implemented blended learning to increase student engagement. This case study investigated the perceptions of teachers on using blended learning to increase student engagement in the post-pandemic era in a K-12 setting. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463569 |
| Database: | ERIC |
| Abstract: | The world of education faced an unprecedented challenge when the pandemic forced schools to close and transform into remote education through digital platforms. When the schools started to reopen for face-to-face instruction post-COVID, instead of returning to the familiarity of traditional classrooms, the educators realized that the education landscape had changed. Digital platforms continued to play an integral part and students displayed disengagement from school. A public high school in southeast Texas implemented blended learning to increase student engagement. This case study investigated the perceptions of teachers on using blended learning to increase student engagement in the post-pandemic era in a K-12 setting. |
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| ISSN: | 1532-0723 |
