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

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
Copyright: © 2023 |Pages: 23
ISBN13: 9781668475409|ISBN10: 1668475405|EISBN13: 9781668475416
DOI: 10.4018/978-1-6684-7540-9.ch097
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MLA

Tovine, Gina, et al. "Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities." Research Anthology on Remote Teaching and Learning and the Future of Online Education, edited by Information Resources Management Association, IGI Global, 2023, pp. 1929-1951. https://doi.org/10.4018/978-1-6684-7540-9.ch097

APA

Tovine, G., Fleetwood, A., Shepherd, A., Tapoler, C. J., Hartshorne, R., & Pesce, R. (2023). Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities. In I. Management Association (Ed.), Research Anthology on Remote Teaching and Learning and the Future of Online Education (pp. 1929-1951). IGI Global. https://doi.org/10.4018/978-1-6684-7540-9.ch097

Chicago

Tovine, Gina, et al. "Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities." In Research Anthology on Remote Teaching and Learning and the Future of Online Education, edited by Information Resources Management Association, 1929-1951. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7540-9.ch097

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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.