Publication Date


Advisor(s) - Committee Chair

Ric Keaster (Director), Margaret Maxwell, Gary Houchens, Tony Kirchner

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education


Increasing demands for technology integration at the K-12 level have led school districts to explore blended learning as an option for sustaining productive instructional strategies while increasing technology integration in the classroom. Furthermore, Disruptive Innovation Theory (Christensen, 1997) offers insights as to the potential impact of blended learning on the field of education. This phenomenological study attempted to capture the lived experiences of urban high school teachers who were transitioning to a blended learning instructional strategy. In addition, this study utilized the Stages of Concern (SoC) component of the Concerns Based Adoption Model (CBAM) to isolate the phenomenon and provide additional insights regarding the implementation strategy used by the district. Ten participants responded to 12 questions in a virtual focus group. A content analysis of the collected data was conducted to address the SoC, as well as provide information regarding teacher perceptions of the implementation process. Phenomenological analysis was conducted using the modified Stevicki-Coloaizzi-Keen Method (Creswell, 2013); and a textural narrative, structural narrative, and a narrative explaining the essence of the phenomenon were included in the results. The findings include concerns about student access and a need for blended learning examples. Recommendations include a need for increased support regarding student access and targeting specific training needs for teachers. Conclusions indicate that consideration of the needs of teachers while constructing implementation plans can be beneficial. Future research should explore concerns of students, facilitators, and administrators regarding blended learning.


Curriculum and Social Inquiry | Education | Educational Methods | Instructional Media Design