Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Adult Basic Education, adult ESL, ELL, English Language Learning, Blended Learning, Educational Technology
The rationale for the study stems from the need to explore blended learning in Adult Basic Education ESL programs as it develops as a new practice (Rosen & Stewart, 2015). Even though blended learning has been used in some K-12 schools for much longer than Adult Basic Education programs, it is not enough for leadership to make program decisions based on what is happening in typical K-12 schools. English as a Second Language (ESL) programs within Adult Basic Education programs have their own needs and “students today are electronically connected, and they expect their learning to be connected as well” (Dunn, 2011, p.60). Thus, the distinctiveness of Adult Basic Education ESL programs and the onset of blended learning within those programs, was the inspiration for this study.
The problem of the study is to examine teacher perceptions of the type of use, reasons for use, and barriers to the use of blended learning in Adult Basic Education ESL programs. This study was designed to gain a deeper understanding of blended learning in Adult Basic Education ESL programs. Data was gathered from 11 Adult Basic Education ESL teachers in a state in the Midwest of the United States of America, using in-depth interviews during the summer of 2018.
The overarching understanding that emerged from this study is that the Adult Basic Education ESL educational setting is unique in ways that influence how blended learning should be used in Adult Basic Education ESL programs.
Erickson, Brigid, "Blended Learning among Adult English as a Second Language Programs" (2019). Culminating Projects in Education Administration and Leadership. 55.