Blended learning in independent high schools: an interpretative phenomenological analysis of faculty perceptions.
The purpose of this interpretative phenomenological analysis was to understand the perceptions and lived experiences of faculty teaching blended classes in independent high schools. Blended learning is defined as inquiry that combines both face-to-face and online modalities (Halverson, Graham, Sprin...
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| Online Access: | http://hdl.handle.net/2047/D20251749 |