Abstract

While online learning environments have become common at the post-secondary level of academia, teachers of high schools have not yet adopted the online environment as an alternative and supplementary environment to augment the learning which takes place the classroom. Given the greater stability of computer network labs and ubiquity of home computers, many schools may begin to consider this option. In this Action Research study, this teacher explored a blended approach to instruction to introduce an instructional unit on learning styles and self-monitoring skills. Results of the data indicate that while most students enjoyed the online component of schoolwork, high academically successful students enjoyed it least and reported the least changes in academic performance, while the average ability students reported the most enjoyment, gains in academic performance, and desire to use online environments in the future. Average students also reported a greater tendency to ask for friends for help with their studies after the learning unit which points to a recognition of the benefits of collaboration. The use of appropriate language for online learning environments was an issue at the beginning of the unit but improved over time with proper modeling and awareness of expectations.