The document explores perceptions of blended learning from students and parents in a Midwestern high school, revealing that students generally enjoy the experience but seek more face-to-face interaction. Parent feedback indicates excitement mixed with apprehension regarding their role, highlighting challenges in communication and support. The research suggests improving communication strategies in teacher preparation to better assist both parents and students in the blended learning environment.

1. Blended Learning from
the Perspective of
Parents and Students
Jason Siko
Assistant Professor of
Educational Technology
Grand Valley State
University
Michael Barbour
Director of Doctoral Studies
Assistant Professor of
Educational Leadership
Sacred Heart University

2. Student Perceptions
Generally speaking, students have a
positive perception of blended instruction
(Chandra & Fisher, 2009; Geçer, 2013;
Pratt & Trewern, 2011)
While they enjoyed the experience, did
desire more face-to-face communication

3. Parent Perceptions
Little research done on perceptions of parents
Different role than with college-age online
students
They are not the instructor, facilitator, or
technical support for the course; however, they
often play all of these roles at some point
Parental support is important to the success of
virtual student (Black,2009), but they
themselves might be uncomfortable/unfamiliar
with the learning environment

4. Research Questions
1. What are the perceptions of
students in a blended learning
class?
2. What are the perceptions of
parents whose students are in a
blended learning class?

5. Setting
AY2011-2012
Large, suburban, Midwestern high school
(~1800 students in grades 10-12)
Culturally homogenous; however, diverse with
respect to SES
Course: International Baccalaureate Biology –
Higher Level (IB Bio-HL)
43 students, grade 10
1st half of course – Face-to-face
2nd half of course - blended

6. Methods
Administered anonymous survey via
Google Forms to parents and students
All students participated (n=47)
Limited parent participation (n=14)
Descriptive statistics for Likert and
selected-response questions
Open-ended questions were analyzed for
themes using constant comparative
method (Strauss & Corbin, 1994)

12. Liked the independence
Although some struggled with the autonomy
(~liked the “pressure” of being in class)
Many admitted to falling behind
Various “favorites”/”dislikes”
Some wanted more communication/had
confusion

13. Parents

16. Parent comments
Excited with a little apprehension
Some frustration with communication
(grades)
Despite access to online grades
“ABLE to get lazy…”
Overall, most seemed glad their student
had the experience.

17. Implications
Emphasize communication in teacher
preparation for blended instruction to both
parents and students
Look for ways to mitigate organization and
self-regulation issues

18. Questions?

19. Thanks for coming!
Jason P. Siko
Assistant Professor of
Educational
Technology
Grand Valley State
University
Grand Rapids, MI
sikojp@gmail.com
sikoj@gvsu.edu
http://jasonsiko.com
@jasonsiko
Michael K. Barbour
Director of Doctoral Studies, Isabelle
Farrington College of Education
Assistant Professor, Educational
Leadership
Sacred Heart University
Fairfield, CT
mkbarbour@gmail.com
http://michaelbarbour.com
http://virtualschooling.wordpress.com
@mkbshu