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Agents of Influence: A Metaphor Analysis of Middle Level Students’ and Teachers’ Conceptualizations Surrounding Blended Learning

Highley, Thomas A.
http://orcid.org/0000-0002-9314-3996
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066

Abstract Details

2018, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies.
For over 20 years, researchers and state boards of education have been emphasizing the importance of incorporating digital literacies into instruction. Based on the perceived potential of digital technologies to create greater educational opportunities, and the push from state governments to empower students to fully participate in our knowledge-based economy, proponents have advocated for the incorporation of increasingly computer dependent, blended learning experiences in the classroom, presenting them as fundamental to academic achievement and career success. As public K-12 school districts in Ohio increase their investment in classroom technology through blended learning initiatives, it is important to understand how students and teachers from varied geographic and socioeconomic settings conceptualize the utility and value of blended learning as a platform for learning and literacy. Therefore, the purpose of this study is to gain insight into the conceptualizations of middle level students and teachers from three socioeconomically and geographically diverse public school settings regarding their experiences with blended learning in order to understand the factors that influence the teaching and learning transaction. To better understand these influences, the study employed metaphor analysis (Lakoff & Johnson, 1980), as well as the critical lenses of Brandt’s (2001) theoretical framework of literacy sponsorship and the theory of multiliteracies (New London Group, 1996). Analysis of the transcripts suggests that blended learning initiatives would benefit from enhanced blended learning curricula, emphasizing multimodality, choice, facilitation, and social context in digitally integrative instruction.
Connie Kendall, Ph.D. (Committee Chair)
Laura Bauer, Ed.D. (Committee Member)
Mark Sulzer, Ph.D. (Committee Member)
Susan Watts Taffe, Ph.D. (Committee Member)
177 p.
Educational Software
blended learning; digital literacy; literacy sponsorship; metaphor analysis; multiliteracies; sociocultural literacy

Recommended Citations

Citations

  • Highley, T. A. (2018). Agents of Influence: A Metaphor Analysis of Middle Level Students’ and Teachers’ Conceptualizations Surrounding Blended Learning [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066

    APA Style (7th edition)

  • Highley, Thomas. Agents of Influence: A Metaphor Analysis of Middle Level Students’ and Teachers’ Conceptualizations Surrounding Blended Learning. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066.

    MLA Style (8th edition)

  • Highley, Thomas. "Agents of Influence: A Metaphor Analysis of Middle Level Students’ and Teachers’ Conceptualizations Surrounding Blended Learning." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535702776334066

    Chicago Manual of Style (17th edition)

ucin1535702776334066
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This open access ETD is published by University of Cincinnati and OhioLINK.