Design and enactment of online components during four blended learning courses

Abstract

This study investigated the ways in which four K-12 teachers, following professional development in blended learning, designed the online portion of their blended learning courses and how these online components were ultimately enacted with students. Specifically, the study investigates what kind of content, resources, or activities were developed online; how content, resources, or activities were enacted with students; and how blended learning practices differed across content areas. Findings revealed that the online components of these courses varied in how much they were enacted as designed; levels of online student activity; the amount of control students had over time, place, path, and/or pace; and whether the online components were oriented towards learning from technology or learning with technology.