involve the use of research-based best Traditional Instruction/Strategies practices to meet the needs of the learner. Teachers focus is primarily on Strategies for text/literature, independent study, lectures and live face-to-face Traditional classroom sessions (Adams, 2013). Instruction Participants mention something about how students are learning without the use of technology, and models of delivery they are using to help Features: students acquire information while use of non-technology tools. Nontechnology tool use, paper, textbook, pencil, lecture, direct Indicators instruction at the board This is any information about how the help students learn participant’s Rule(s): without use of digital tools/resources. Learning Outcomes can be defined as the ability to focus on Learning Outcomes student’s long-term retention, understanding and application of new information. In addition, learning outcomes involves what they learn, the quantity/quality, and how they gain a greater understanding of coherent/relational knowledge to prior life experiences (Prosser and Sze, 2014). Participants mention something about the achievement/non-achievement Features: of students after instructional delivery occurred. Beneficial for students, learn more, perform better, not great for students, Indicators difficulties in learning This is any information about how the instruction/strategies participant’s produced positive/negative outcomes for students learning. Rule(s): refers to and associated behaviors in Teachers perceptions “roles Teacher learning environments that can have significant influence on student's Perceptions behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315). Participants mention point of view or how they feel about a particular Features: strategy, lesson or outcome rather the students are involved or not. Indicators
Strategies for Traditional Instruction Features: Indicators Rule(s): Learning Outcomes Features: Indicators Rule(s): Teacher Perceptions Features: Indicators Traditional Instruction/Strategies involve the use of research-based best practices to meet the needs of the learner. Teachers focus is primarily on text/literature, independent study, lectures and live face-to-face classroom sessions (Adams, 2013). Participants mention something about how students are learning without the use of technology, and models of delivery they are using to help students acquire information while use of non-technology tools. Nontechnology tool use, paper, textbook, pencil, lecture, direct instruction at the board This is any information about how the participant’s help students learn without use of digital tools/resources. Learning Outcomes can be defined as the student’s ability to focus on long-term retention, understanding and application of new information. In addition, learning outcomes involves what they learn, the quantity/quality, and how they gain a greater understanding of coherent/relational knowledge to prior life experiences (Prosser and Sze, 2014). Participants mention something about the achievement/non-achievement of students after instructional delivery occurred. Beneficial for students, learn more, perform better, not great for students, difficulties in learning This is any information about how the participant’s instruction/strategies produced positive/negative outcomes for students learning. Teachers perceptions refers to “roles and associated behaviors in learning environments that can have significant influence on student's behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315). Participants mention point of view or how they feel about a particular strategy, lesson or outcome rather the students are involved or not.