東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Voices of faculty members in the community college: A grounded theory study on hybrid course development and delivery.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Voices of faculty members in the community college: A grounded theory study on hybrid course development and delivery./
作者:	Parke, Joanne M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
面頁冊數:	237 p.
附註:	Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
Contained By:	Dissertations Abstracts International70-10A.
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3339360
ISBN:	9780549956792

Voices of faculty members in the community college: A grounded theory study on hybrid course development and delivery.
Parke, Joanne M.

Voices of faculty members in the community college: A grounded theory study on hybrid course development and delivery. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 237 p.

Source: Dissertations Abstracts International, Volume: 70-10, Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2008.

This item must not be sold to any third party vendors.

The purpose of this study is to examine the perspectives of community college faculty members with regard to the processes and contexts of hybrid course design. This study addresses a gap in the literature regarding hybrid courses in the community college setting from faculty members' perspectives. Implications for improved practice in hybrid course development are discussed. In this study hybrid courses are defined as the traditional face-to-face instruction and Internet-based instruction combined into one class. A grounded theory approach was used to evaluate these data. Highlights of this study reveal five themes that emerged from the reflective narratives of these community college instructors. Through the complex interactions and conditions of these faculty participants, a process emerged that describes various components of designing and developing hybrid courses. Beginning with participants' motivations and institutional expectations, courses were designed and redesigned to create meaningful learning for students. Hybrid course designs allowed faculty participants the flexibility to utilize the best of the online and face-to-face classroom environments. A model was created that indicates how the faculty participants' goals to create meaningful learning for their students evolved over time. Further, the model explores issues that affect the conditional contexts of designing hybrid courses. These issues include the utility of various teaching strategies and methods, community college student characteristics, the effects of institutional support for instructors' innovative teaching practices, implications for professional development, and the learning communities of the faculty participants.

ISBN: 9780549956792Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Blended courses

Voices of faculty members in the community college: A grounded theory study on hybrid course development and delivery.
LDR:03041nmm a2200409 4500 001 2348691
005 20220912135634.5
008 241004s2008 ||||||||||||||||| ||eng d
020 $a 9780549956792
035 $a (MiAaPQ)AAI3339360
035 $a (MiAaPQ)niu:10036
035 $a AAI3339360
040 $a MiAaPQ $c MiAaPQ
100 1 $a Parke, Joanne M. $3 3688061
245 1 0 $a Voices of faculty members in the community college: A grounded theory study on hybrid course development and delivery.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 237 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Roth, Gene.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2008.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study is to examine the perspectives of community college faculty members with regard to the processes and contexts of hybrid course design. This study addresses a gap in the literature regarding hybrid courses in the community college setting from faculty members' perspectives. Implications for improved practice in hybrid course development are discussed. In this study hybrid courses are defined as the traditional face-to-face instruction and Internet-based instruction combined into one class. A grounded theory approach was used to evaluate these data. Highlights of this study reveal five themes that emerged from the reflective narratives of these community college instructors. Through the complex interactions and conditions of these faculty participants, a process emerged that describes various components of designing and developing hybrid courses. Beginning with participants' motivations and institutional expectations, courses were designed and redesigned to create meaningful learning for students. Hybrid course designs allowed faculty participants the flexibility to utilize the best of the online and face-to-face classroom environments. A model was created that indicates how the faculty participants' goals to create meaningful learning for their students evolved over time. Further, the model explores issues that affect the conditional contexts of designing hybrid courses. These issues include the utility of various teaching strategies and methods, community college student characteristics, the effects of institutional support for instructors' innovative teaching practices, implications for professional development, and the learning communities of the faculty participants.
590 $a School code: 0162.
650 4 $a Community college education. $3 2122836
650 4 $a Educational technology. $3 517670
650 4 $a Higher education. $3 641065
653 $a Blended courses
653 $a Community college
653 $a Constructivism
653 $a Faculty
653 $a Higher education
653 $a Hybrid courses
690 $a 0275
690 $a 0710
690 $a 0745
710 2 $a Northern Illinois University. $b Counseling, Adult and Higher Education. $3 1036002
773 0 $t Dissertations Abstracts International $g 70-10A.
790 $a 0162
791 $a Ed.D.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3339360