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The research used a survey (n=81) and semi-structured interviews (n=17) to build a detailed dataset about course underpinnings and effectiveness. 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Malone 1,2*  \n 0000-0002-9286-4054  \nJanet Helmer 1  \n 0000-0002-2329-7885  \nGulnara Namyssova 1  \n 0000-0001-8077-1283  \nMiruyert Abdrakhmanova 1  \n 0000-0002-4310-5166  \nFiliz Polat 1  \n 0000-0002-6494-513X  \nZumrad Kataeva 1  \n 0000-0002-1348-584X  \n1 Graduate School of Education, Nazarbayev University, Nur-Sultan, KAZAKHSTAN  \n2 University of Hawai'i at Hilo, Hilo, USA  \n* Corresponding author: [klmalone60@gmail.com](klmalone60@gmail.com)  \nCitation: Tussupbekova, G., Malone, K. L., Helmer, J., Namyssova, G., Abdrakhmanova, M., Polat, F., & Kataeva, Z. (2022) . Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem. Contemporary Educational Technology, 14(4), ep386 .  \n[https://doi.org/10.30935/cedtech/12398](https://doi.org/10.30935/cedtech/12398)  \nARTICLE INFO ABSTRACT  \nReceived: 10 May 2022  \nAccepted: 9 Aug 2022  \nThis explanatory sequential mixed-method study explored the effectiveness of blended learning (BL) courses offered to graduate students at an English medium university in Kazakhstan. The study’s purpose was to explore and understand graduate students’ experiences while enrolled in BL courses by learning their perceptions of the benefits and challenges of BL, as well as its potential for enhancing their teacher leadership skills. A survey (n=81) and semi-structured individual interviews (n=17) were used as the main research instruments. This allowed for a detailed and rich data set on the conceptual underpinnings ofthe BL courses, their effectiveness, and their potential to inform higher education institutions towards implementing BL policies and practices, specifically in the field of education. Through the lens of the Interaction equivalency theorem, we analyzed students’ experiences and their interactions with their teachers and peers, as well as the mode, place, and pace of learning. This investigation revealed that the benefits of learning using BL outweighed its challenges. However, most of the participants preferred the face-to-face part of the BL course over its online teacher-student interaction component due to the opportunity to gain immediate feedback. Most importantly, the BL courses facilitated the enhancement of teacher leadership skills among the students. Finally, the paper provides recommendations for further development and revisions to current BL courses to enhance their learning value.  \nKeywords: blended learning, higher education, graduate students, educational leadership, interaction equivalency theory, Kazakhstan, teacher leadership  \nINTRODUCTION  \nHigher education institutions are continuously exploring new practices of teaching to improve students’engagement and learning. Many universities have started to experiment with the BL as one promising and innovative teaching approach. Around the globe BL has become a widespread mode of instruction in universities (e.g., Pechenkina et al., 2018; Smith & Hill, 2019), while in Kazakhstan, a post-soviet country, BL is a relatively new education phenomenon that was first implemented in 2015 (Tyler & Abdrakhmanova, 2016) . In addition, the effectiveness of BL on the development of teacher leadership has been an understudied issue internationally (Gallego-Arrufat et al., 2015) . This paper details a study that was developed to address these needs.  \nLiterature Review  \nOverview of blended learning research  \nBlending learning in the context of higher education has attracted much attention from research teams (e.g., Raes et al., 2020; Smith & Hill, 2019) . The main corpus of this research has been undertaken in the United States, UK, and Australia whi","cbCaiepbxeNHupBi","https://ap.wps.com/l/cbCaiepbxeNHupBi","pdf",457700,"English","# Introduction\n# Literature Review\n## Overview of blended learning research\n## Conceptualization of blended learning\n## The potential benefits and opportunities of blended learning","[{\"question\":\"What research design and data sources were used in the study?\",\"answer\":\"The study used an explanatory sequential mixed-method approach with a survey of 81 participants and semi-structured individual interviews with 17 participants.\"},{\"question\":\"What did the Interaction Equivalency Theorem framework help the researchers analyze?\",\"answer\":\"It guided analysis of students’ experiences, including how they interacted with teachers and peers and how mode, place, and pace of learning shaped those experiences.\"},{\"question\":\"How did participants generally view blended learning and what did they prefer most?\",\"answer\":\"The investigation found that benefits of blended learning outweighed its challenges; however, most participants preferred the face-to-face part of the course over the online teacher-student interaction component because it enabled immediate feedback.\"}]","Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan - A Mixed-Method Study Employing Interaction Equivalency Theorem | PDF",1792090170,48]