Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

Gina Tovine, April Fleetwood, Andrew Shepherd, Colton J. Tapoler, Richard Hartshorne, Raquel Pesce

Source Title: Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning

ISBN13: 9781522580096|ISBN10: 1522580093|EISBN13: 9781522580102

DOI: 10.4018/978-1-5225-8009-6.ch024

MLA

Tovine, Gina, et al. "Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities." Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, et al., IGI Global, 2019, pp. 500-522. https://doi.org/10.4018/978-1-5225-8009-6.ch024

APA

Tovine, G., Fleetwood, A., Shepherd, A., Tapoler, C. J., Hartshorne, R., & Pesce, R. (2019). Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning (pp. 500-522). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch024

Chicago

Tovine, Gina, et al. "Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities." In Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, 500-522. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8009-6.ch024

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Abstract

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.