Theses and Dissertations
Date of Award
2024
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Karen Kimball
Committee Member
Ashley Russom
Keywords
blended learning, parental experience, academic achievement, student engagement
Abstract
This applied dissertation explored the experiences and perceptions of parents supporting their children’s education in a blended learning environment in an urban high school setting. Utilizing Bronfenbrenner's Ecological Systems Theory as a framework, this qualitative study examined how various environmental layers—including family, school, and community—shaped parental involvement and engagement in blended learning. With a focus on low socioeconomically diverse families, semi-structured interviews were conducted with parents to gather insights into their roles, barriers encountered, and the support systems influencing their engagement in their children’s education.
The findings revealed that parents experienced a shift from traditional educational roles to more active, hands-on involvement, often taking on responsibilities to assist with digital tools, understanding science content, and guiding their children through online and in-person learning activities. Parental engagement was enhanced by strong communication channels between home and school, facilitated by digital tools that kept parents informed and aligned with teachers on academic goals. However, the study also highlighted significant barriers, particularly regarding technological access and digital literacy, which affected parents' ability to support learning effectively. These challenges were particularly pronounced among low-income families with limited access to necessary resources and technology.
This research underscored the need for schools to address these digital divides and provide equitable access to technology and support systems. Recommendations included fostering inclusive communication between parents and teachers, offering resources and support to bridge digital literacy gaps, and implementing policies recognizing families' diverse needs in urban school settings. By addressing these factors, educational institutions could better support parental involvement, enhancing student engagement and academic outcomes in blended learning contexts.
NSUWorks Citation
Anna Ivelisse Clayton. 2024. Parental Experience in Blended Learning. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (695)
https://nsuworks.nova.edu/fse_etd/695.
