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Investigating Faculty Management of ...

Blanchette, Kimberly.

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Investigating Faculty Management of Shifting Roles in Blended Learning Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Faculty Management of Shifting Roles in Blended Learning Environments./
作者:	Blanchette, Kimberly.
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10102202
ISBN:	9781339660165

Investigating Faculty Management of Shifting Roles in Blended Learning Environments.
Blanchette, Kimberly.

Investigating Faculty Management of Shifting Roles in Blended Learning Environments. - 228 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Southern New Hampshire University, 2016.

This qualitative case study considers how faculty manage shifting roles in blended learning environments. Blended learning presents challenges for faculty due partly to complexity of instruction, need for more time, lack of institutional support, changing roles, and difficulty of adoption to new technologies. For blended learning to be effective, institutions must commit resources and support toward faculty training and development in order to foster positive attitudes and perceptions toward effective use of technology in the classroom which would promote a shift from teacher-oriented toward student-oriented learning.

ISBN: 9781339660165Subjects--Topical Terms:

529436
Educational leadership.

Investigating Faculty Management of Shifting Roles in Blended Learning Environments.
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500 $a Adviser: Audrey Rogers.
502 $a Thesis (Ed.D.)--Southern New Hampshire University, 2016.
520 $a This qualitative case study considers how faculty manage shifting roles in blended learning environments. Blended learning presents challenges for faculty due partly to complexity of instruction, need for more time, lack of institutional support, changing roles, and difficulty of adoption to new technologies. For blended learning to be effective, institutions must commit resources and support toward faculty training and development in order to foster positive attitudes and perceptions toward effective use of technology in the classroom which would promote a shift from teacher-oriented toward student-oriented learning.
520 $a Data collection and analysis was guided by Berge's (1995) Role Categories Conceptual Framework. This study's findings help to inform approaches toward developing and supporting faculty. Where Berge's (1995) Role Categories Conceptual Framework assists with organization and discussion of pedagogical, social, managerial, and technological faculty roles, this study goes further in recommending a Model for Managing Faculty Roles that considers influence of perception and importance of pedagogy. This model assists in guiding institutions and faculty through evolution of perception, knowledge, and experience with a focus on pedagogy and student learning assessment.
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