Hybrid learning in teacher education: A qualitative study about student experiences with language, culture and power in a multiculturalism classroom using online and face -to -face instructional formats

Joshua W Brown, Purdue University

Abstract

Research focused on technology use in schools often assumes technology is a “neutral tool” that is measured by student performance. This “neutral tool” assumption has contributed to a lack of in-depth qualitative research focused on the student experience in the classroom. Curriculum studies scholars have discussed the philosophical ways in which technology has become a part of the lives of students and teachers, but these discussions have often missed a link to the actual classroom experiences of students and teachers. In this study, the student and instructor experiences in a hybrid learning classroom are explored using ethnography as a way to illustrate how students negotiate their own language, culture, and the instructor‘s authority in a pre-service teacher education course focused on multiculturalism. Research was conducted using classroom observations for one semester, online discussion transcripts, and interviews with students and the instructor. The findings of this study suggest that students feel a diminished authority level in online discussions and are more comfortable sharing personal feelings online, but this diminished authority and freedom to share do not necessarily lead to challenging or critical discussions between classmates in the online environment. Building from this lack of critical discussions online, using the ethnographic research and writing approach, this study specifically illustrates two classroom sessions in which students struggle to connect their personal online discussions with their peers in the classroom, highlighting a disconnect between online and face-to-face discussions. The findings in this study suggest that technology is not a “neutral tool” used only to improve performance but should be seen as a part of the student and instructor classroom experience. Building from these findings, it is suggested that different pedagogical approaches need to be used to connect the online component and face-to-face class meetings.

Degree

Ph.D.

Advisors

Malewski, Purdue University.

Subject Area

Teacher education|Educational technology|Curriculum development

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