Faculty as Student: Perceptions on the blended/hybrid experience as a teacher

Session Time and Location

Date:
Fri, 8 Jun 2018
Time:
Time:
8:00am to 9:30am
Room: Room:
Advance HE Pre-function Area
Session Track
Session Format

Speaker(s)

hat happens when faculty become the student in a blended/hybrid experience? Faculty experiencing a blended/hybrid course while developing a blended/hybrid course recounts to Knowles’ 2nd principle of andragogy, experience. In a review of the literature, there is a demonstrated need for faculty perceptions as students in their professional development and how this experience affects their practice. This project addresses the experience as the teacher for faculty, and the attitudes of faculty towards their development of blended/hybrid courses because of this experience. Study of faculty attitudes and their development of blended/hybrid courses based on the experience should inform professional development.

  • Session References +

    Brooks, C. F. (2010). Toward ‘hybridised’ faculty development for the twenty‐first century: blending online communities of practice and face‐to‐face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261-270. 

    Bunk, J., Li, R., Smidt, E., Bidetti, C., & Malize, B. (2015). Understanding Faculty Attitudes about Distance Education: The Importance of Excitement and Fear. Online Learning, 19(4). 

    Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to Blended Learning: Understanding Student and Faculty Perceptions. Online Learning, 15(1). 

    Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education,56(3), 689-699.  

    Paskevicius, M., & Bortolin, K. (2015). Blending our practice: using online and face-to-face methods to sustain community among faculty in an extended length professional development program. Innovations in Education and Teaching International,53(6), 605-615.  

    Reese, H. W. (2011). The learning-by-doing principle. Behavioral Development Bulletin,17(1), 1-19.