Abstract

Student-centered learning environments (SCLE) enable students to direct their own learning as they engage in authentic problem-solving. SCLEs may be designed using blended learning infrastructure present in many schools today. Using a qualitative single case study design, the researcher examined an alleged student-centered learning environment, with a focus on the environment’s core design values; and design components and methods. The context was a grade seven science classroom situated in a high-performing, resource-rich suburban school district in the southeastern United States. Sources of data included classroom observations; semi-structured interviews with eight teachers, staff, and administrators; classroom, school, and district documents; and classroom online learning spaces and resources. Data were analyzed using thematic analysis. The findings suggest that though designers value student-centered learning environments, and while the blended environment may technically fulfill the role of SCLE, designers are using the blended learning environment to support predominantly teacher-centered instruction. Implications for research, policy, and practice are discussed in relation to designing K-12 blended learning environments as SCLEs.

Citation

Huett, K. (2018). Designing K-12 Student-centered Blended Learning Environments. Journal of Online Learning Research, 4(3), 295-326. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from https://www.learntechlib.org/primary/p/181357/.

© 2018 Association for the Advancement of Computing in Education (AACE)