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The Transformation of Faculty Roles in Blended Courses

This presentation discusses the findings from a study on faculty experiences in designing and delivering blended courses. It explores the opportunities and challenges of blended courses and provides recommendations for faculty. The presentation also highlights the changes in faculty roles and the implications for preparing faculty to teach blended courses.

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The Transformation of Faculty Roles in Blended Courses

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  1. The Transformation of Faculty Roles in Blended Courses Sloan-C International Conference on Asynchronous Learning Networks November 9, 2006 Robert Kaleta and Karen Skibba University of Wisconsin-Milwaukee

  2. Presentation • Based upon findings from book chapter on blended learning • Kaleta, R., Skibba, K., & Joosten, T. (in press). Discovering, designing, and delivering hybrid courses. In Picciano & Dziuban (Eds.), Blended Learning: Research Perspectives

  3. Presentation Overview • Defining blended • Background of study • Faculty roles • Findings – faculty experiences • Recommendations for faculty • UWM blended/hybrid course Web site

  4. Blended Course Definition • Definition • Courses where a significant amount of learning has been moved online making it possible to reduce the amount of time spent in class • Partially online • Partially face-to-face • Terminology • Hybrid • Blended

  5. Questions about Blended Courses • What are the opportunities? • What are the challenges?

  6. Purpose of Study • Better understand faculty blended course experiences • What are faculty experiences designing and delivering a blended course? • How do instructors’ roles change as they implement the blended course model? • What are the implications of these findings for preparing faculty?

  7. Methodology • Sample • 10 faculty from 3 institutions • UWM faculty development program model • Multiple disciplines and course levels • Qualitative approach • In-depth telephone interviews • Web-based survey

  8. Theoretical Framework • Instructor Roles (Berge, 1995) • Pedagogical • Social • Managerial • Technological • Instructors need to gain new skills and assume multiple roles

  9. Findings & Recommendations • Karen – Report on findings of faculty experiences designing and teaching blended courses • Bob – Provide recommendations for preparing faculty to design and teach blended courses

  10. Experiences: Pedagogical Role • Course redesign • Time intensive • Re-examine goals and objectives • Face-to-face versus online • “Course and a half syndrome” • Teaching transformed • Student-centered learning • Successful online interaction critical

  11. Recommendations: Pedagogical • Allow plenty of time for course redesign • Re-examine course goals and objectives • Integrate F2F & online learning activities • Avoid the “course-and-a-half syndrome” • Move from lecture-centered to learner-centered instructional model

  12. Experiences: Social Role • Initially concerned with losing connections with students • Experienced increased interaction and greater connection • Online communication skills very important • Experienced online teachers vs. traditional teachers

  13. Recommendations: Social • Acquire and practice skills to effectively facilitate online discussion & interaction • Learn to create an online community of learners – inclusive, positive, friendly • Model and practice the skills

  14. Experiences: Managerial Role • Scheduling • Dual learning spaces challenging • Frequency of face-to-face and virtual activities • Time management – faculty & student • Course management system • Workload

  15. Recommendations: Managerial • Manage student expectations about blended format and course workload • Develop plans, materials, activities to help students with time management & organizational challenges • Use course management tools to get and stay organized

  16. Experiences: Technological Role • Majority inexperienced technology users • Apprehensive regarding technology use • Reliability of technology • Be prepared for technology failures • Technology “blame game” • Students’ lack of technology proficiency • Overestimated student computer competency

  17. Recommendations: Technological • Keep the technology simple • Have a plan for when technology fails • Develop plans, materials, activities to help students with technology challenges

  18. Summary of Findings • Transition to the blended instructional model significantly affects all four faculty roles – pedagogical, social, managerial, technological • The changes faculty can expect to encounter must be addressed through a faculty development program.

  19. UWM Blended/Hybrid Course Web Site http://blended.uwm.edu or http://hybrid.uwm.edu

  20. Contact Information Learning Technology CenterUniversity of Wisconsin-MilwaukeeLTC@uwm.edu414 229-4319 • Robert Kaleta kaleta@uwm.edu • Karen Skibba kaskibba@uwm.edu

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