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dc.contributor.advisorGonzalez-Bueno, Manuela
dc.contributor.authorTu, Yao
dc.date.accessioned2016-01-03T02:37:36Z
dc.date.available2016-01-03T02:37:36Z
dc.date.issued2015-05-31
dc.date.submitted2015
dc.identifier.otherhttp://dissertations.umi.com/ku:13897
dc.identifier.urihttp://hdl.handle.net/1808/19514
dc.description.abstractThis qualitative case study investigated a Chinese as a foreign language program composed of three different instructional modes: synchronous instruction with videoconferencing technology, asynchronous instruction with online tutorials, and physically co-located face-to-face instruction. The study adopted Larry Cuban's multi-layered curriculum framework and investigated the four curriculum layers within the blended program: intended curriculum, taught curriculum, learned curriculum, and tested curriculum. This research utilized interviews, observation, and document analysis as the instruments in data collection. The participants consisted of one administrator, eight language teachers, four facilitators and twelve high school students. In addition to teaching site observation, the researcher also traveled to four remote school sites to observe how the curriculum was learned from the students' perspective. The results of the study indicated that although the intended curriculum reveals the administrator's ideal picture of blended learning design and defines what teachers should teach and what students should learn in each instructional delivery mode, the actual implementation process of blended learning is much more complex. The findings of the study showed that language teachers' specific operation of the daily lessons in a blended context and students' actual learning experiences at the remote sites can be influenced by many other variables; these variables lead the intended curriculum into different versions between the classes of the taught curriculum, learned curriculum and tested curriculum. Therefore, technology integration should not only be focused on the design of the external layer of the curriculum (the intended curriculum), but should also be focused on the implementation through the rest of the curriculum layers.
dc.format.extent273 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectForeign language instruction
dc.subjectEducational technology
dc.subjectBlended Learning
dc.subjectBlended Teaching
dc.subjectChinese
dc.subjectEducational Technology
dc.subjectForeign Language Education
dc.subjectInstructional Design
dc.titleA Case Study of High School Chinese as a Foreign Language Blended Program
dc.typeDissertation
dc.contributor.cmtememberAust, Ron
dc.contributor.cmtememberMahlios, Marc
dc.contributor.cmtememberNg, Jennifer
dc.contributor.cmtememberMarkham, Paul
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelPh.D.
dc.rights.accessrightsopenAccess


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