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Perspectives of Elementary Teachers Implementing Blended Learning While Participating in Virtual Coaching Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Perspectives of Elementary Teachers Implementing Blended Learning While Participating in Virtual Coaching Jessica Kristin Anderson Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Instructional Media Design Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Jessica Kristin Anderson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Darci J. Harland, Committee Chairperson, Education Faculty Dr. Gladys Arome, Committee Member, Education Faculty Dr. Marcia Griffiths-Prince, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Perspectives of Elementary Teachers Implementing Blended Learning While Participating in Virtual Coaching by Jessica Kristin Anderson MA, Montana State University, 2012 BS, Pacific Lutheran University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2020 Abstract As the use of blended learning in classrooms has increased across the United States, it is important to provide differentiated professional development and support to educators. As a technology-enabled form of professional development, virtual coaching connects teachers with experts in the field. However, the usefulness of individualized virtual coaching as a differentiated professional development support for elementary teachers implementing blended learning is not well understood. Using Kolb’s experiential learning theory and Magana’s T3 framework, the purpose of this basic qualitative study was to explore elementary teachers’ perspectives on the usefulness of individualized virtual coaching in supporting blended learning implementation and to determine how the level at which the teachers used technology influenced their perspectives. Semistructured interviews were conducted with 12 K-5 teachers who participated in at least 1 year of virtual coaching for blended learning. Interview data were analyzed using a priori and emergent coding. Results indicated teachers at higher modes of cognitive processing and higher levels of technology innovation found virtual coaching useful for (a) the implementation of technology tools and strategies, (b) for shifting instructional practices for student impacts, and (c) for reflective practices for professional growth. This study contributes knowledge to the field of blended learning professional development and furthers understanding of virtual coaching as an innovative approach to professional learning. The findings may contribute to positive social change in that school districts can make informed professional development decisions that provide a convenient and flexible means for K-5 teachers to access expert support for blended learning implementation. Perspectives of Elementary Teachers Implementing Blended Learning While Participating in Virtual Coaching by Jessica Kristin Anderson MA, Montana State University, 2012 BS, Pacific Lutheran University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2020 Dedication This dissertation is dedicated to the most amazing man in the world, my husband, Chris Anderson. His encouragement, confidence in my abilities, and willingness to carry a heavier lift for our family is the reason this dissertation is complete. I would not have accomplished this feat without him and will always be deeply appreciative of his personal sacrifices. To my boys, Bryer and Jase, thank you for your unconditional love and support, and for allowing me to model for you perseverance through challenges and wins. Always know you can accomplish big goals and do hard things too! Even though you may never read this dissertation, know you played a big role in its completion. Bryer, I am finally done and now you can call me Dr. Mom. Thank you to my parents, Duane and Karen, for always trusting in me, giving me the foundation I needed to reach this education milestone, and holding Tuesday date nights with my boys so I could write. I will forever be grateful for your support! To my in-laws, Jim and Brenda, thank you for your encouragement and for raising the man who did everything he could to support me on this journey. To my friends and colleagues, thank you for the accountability, the words of encouragement, and talking me off the ledge when things felt too hard. In particular, thank you to my friends Anna, Chris N., Crista, Eric, Heather, John, Melyssa, and Nikki, who shared the best advice, supported me when I was stuck or needed time, and constantly kept me moving forward. I hope others find friends just like you! Acknowledgements I have earned a doctorate degree because I have stood on the shoulders of many giants. First, I acknowledge the role my late grandmother, Dorothy Matthew, played in my journey into education. Second, I acknowledge how education and guidance from experts and mentors in my education (Julie, Dr. Benham, Dr. Foley, Jules, Jacquie, Ron, Lee, Rick, Kerry, John, Kathy, Gary, Jess) set me up to become a great science teacher and educational leader. I was able to pursue and complete a doctorate degree because of you! Third, I acknowledge the role my place of employment and my colleagues had in my growth as an instructional coach and leader, and how their actions made it possible to bring this research to the world. Thank you! A big thank you to Dr. Darci Harland (chair), Dr. Gladys Arome, and Dr. Marcia Griffiths-Prince, for being the team I needed to accomplish this big task. Your advice pushed my research and my skills as a researcher, thank you! In particular, thank you, Dr. Darci Harland. You are the epitome of the BEST dissertation chair and mentor anyone could ever ask for. You have ‘a way’ with knowing when to encourage, when to question and push, and when to pull out the full stop because a conversation is needed. It was always exactly what I needed in the moment. Your commitment to my success was what kept me moving forward and, because of that, I am deeply grateful for you! Table of Contents List of Tables ...................................................................................................................... vi List of Figures .................................................................................................................. viii Chapter 1: Introduction to the Study ................................................................................... 1 Introduction ................................................................................................................... 1 Background .................................................................................................................... 3 Problem Statement ......................................................................................................... 7 Purpose of the Study .................................................................................................... 11 Research Questions ...................................................................................................... 11 Conceptual Framework ................................................................................................ 12 Nature of the Study ...................................................................................................... 16 Definitions ................................................................................................................... 17 Assumptions ................................................................................................................ 19 Scope and Delimitations .............................................................................................. 19 Limitations ................................................................................................................... 21 Significance ................................................................................................................. 22 Summary ...................................................................................................................... 23 Chapter 2: Literature Review ............................................................................................ 25 Introduction ................................................................................................................. 25 Literature Search Strategy ........................................................................................... 26 Conceptual Framework ................................................................................................ 27 Kolb’s Experiential Learning Theory .................................................................... 28 i Magana’s T3 Framework ....................................................................................... 32 Virtual Coaching in Education
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