Blended learning in independent high schools: an interpretative phenomenological analysis of faculty perceptions.

• Online Access: http://hdl.handle.net/2047/D20251749

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, Spring, & Drysdale, 2012). Following trends set at the college level, the blended platform has proliferated in high schools, yet scant research has been conducted in this area and little is known about the perceptions and experiences of teachers delivering blended courses in high schools. Data collected through multiple interviews with five independent high school faculty led to findings covering four superordinate themes, including the resistance of faculty to the blended platform, faculty respect for the contributions of blended learning to teaching, faculty appreciation of the learning opportunities for students, and student hesitance to embrace learning communities. The study revealed that faculty perceive that the blended platform can be an effective pedagogical platform that better prepares students for college and beyond by providing students with increased ownership over their learning and a greater opportunity to explore their academic passions. At the same time, concerns were raised regarding an unwillingness of some students to create communities of inquiry as well as a possible deterioration to the faculty-student relationship as a result of faculty losing some control over the learning process in blended courses.