Dissertation Overview
My doctoral dissertation examined how students in an accelerated alternative high school perceived blended learning and how those perceptions influenced their pursuit of a high school diploma. Conducted as a qualitative descriptive study, the research centered the experiences and perspectives of students ages 18–21 who had previously faced challenges within traditional educational environments.
The study was guided by Gilly Salmon’s E-Moderating Five Stage Model, which explores access and motivation, online socialization, information exchange, knowledge construction, and development. Through semi-structured individual interviews and focus groups, the research explored how students experienced the combination of face-to-face and technology-supported instruction and how those experiences shaped their engagement, learning, and progress toward graduation.
Six major themes emerged from the research: improved awareness in academics; differences between blended and traditional learning; personal, mental, and emotional growth; utilizing technology and exchanging information; comparing previous and current school environments; and relying on technology to learn. The findings showed that students generally viewed blended learning as a positive and impactful experience, while still expressing a preference for face-to-face interaction.
One of the study’s most significant findings extended beyond technology itself. Students consistently identified care, concern, accessibility, encouragement, and support from teachers, staff, and school leadership as major contributors to their academic success. Participants described meaningful differences between their current alternative school environment and previous educational experiences where they felt they had received less support.
Ultimately, the research demonstrated that effective blended learning is not simply about combining technology with classroom instruction. The human environment surrounding the learning experience matters. Technology can create flexibility, access, and new opportunities for learning, but relationships, supportive leadership, positive school culture, and responsiveness to student needs can play an equally important role in helping students remain engaged and pursue graduation.
The study contributes to the broader conversation surrounding alternative education, student engagement, educational leadership, blended learning, and student-centered learning environments, while emphasizing the importance of listening directly to students when designing educational systems intended to support their success.
Mahdi Alston 