Traversing the borders of Online Teaching and Learning: The Instructional Innovation Incubator (i3)Model

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Gardenia
Session Track
Session Format

 

Drawing from practices created to support global competitiveness and collaboration; the Instructional Innovation Incubator (i3) academy for online treaching was intentionally designed to cross pedagogical, geographical and institutional borders. In this interactive paper session, facilitators describe the i3 model, provide the results of a three-year pilot study designed to measure its effectiveness, engage participants in the evaluating the advantages and disadvantages of developing supra-institutional models of educational development; and challenge participants to consider how the i3 model might apply to on-line teaching and learning at their own campuses, systems, or states.

 

  • Session References +

    Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on E-Learning, 7(1), 5–22.

     

    Bhagat, R. S., Kedia, B. L., Harveston, P. D., & Triandis, H. C. (2002). Cultural variations in the cross-border transfer of organizational knowledge: An integrative framework. Academy of management review, 27(2), 204-221.

     

    Bonk, C. J. (2004).  The perfect e-storm: Emerging technologies, enhanced pedagogy, enormous learner demand, and erased budgets. London: The Observatory on Borderless Higher Education.

     

    DeZure, D., Van Note Chism, N., Deane Sorcinelli, M., Cheong, G., Ellozy, A. R., Holley, M., ... & Atrushi, D. (2012). Building international faculty-development collaborations: The evolving role of American teaching centers. Change: The Magazine of Higher Learning, 44(3), 24-33.

     

    Dailey-Hebert, A., Mandernach, B. J., Donnelli-Sallee, E., & Norris, V. R. (2014).  Expectations, motivations, and barriers to professional development: Perspectives from adjunct instructors teaching online. The Journal of Faculty Development, 28(1), 67–82.

     

    Horvitz, B. & Beach, A. (2011). Professional development to support online teaching. The Journal of Faculty Development, 25(2), 24–32.

     

    Lee, J., & Busch, P. E. (2005). Factors related to instructions’ willingness to participate in distance education. Journal of Educational Research, 99(2), 109–115.

     

    Lee, K., Brownstein, J. S., Mills, R. G., & Kohane, I. S. (2010). Does collocation inform the impact of collaboration?. PloS one, 5(12), e14279.

     

    Lee, V. S., DeZure, D., Debowski, S., Ho, A., & Li, K. (2013). Enhancing international collaboration among academic developers in established and emerging contexts: moving toward a post-colonial perspective. International Journal for Academic Development, 18(1), 89-103.

     

    Marginson, S. (2006). Dynamics of national and global competition in higher education. Higher education, 52(1), 1-39.

     

    Maguire, L. (2005). Literature review-faculty participation in online distance education: Barriers and motivators. Online Journal of Distance Learning Administration, 8(1), 1–12.

     

    Porter, W.W., Graham, C. R., Bodily, R.G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. The Internet and Higher Education, 28(1), 17–27.

     

    Saroyan, A., & Frenay, M. (Eds.). (2010). Building teaching capacities in higher education: A comprehensive international model. Sterling, VA: Stylus.

     

    Stromquist, N. P., & Monkman, K. (Eds.). (2014). Globalization and education: Integration and contestation across cultures. R&L Education.