‘Breaking bad’: Overcoming Barriers Preventing Higher Education Faculty From Offering Quality Blended Learning Programs

Paula Charbonneau-Gowdy, Manuel Herrera

Resultado de la investigación: Contribución a los tipos de informe/libroContribución a la conferenciarevisión exhaustiva

2 Citas (Scopus)

Resumen

Proponents of Blended Learning have been predicting for over a decade its transformative potential for higher education, both financial and pedagogical. Educators on the front lines who face the day-to-day challenges of promoting engagement in BL settings have remained particularly sceptical. Considerable scholarship has focussed on faculty reticence in adopting effective BL practices, yet offering few solutions. Results of our earlier 3-year longitudinal study at a private-for-profit university in Chile, shed light on complex circumstances that explain why many faculty have not embraced BL and the often-disappointing results of those who do. The findings provided insight into multi-level identity issues within our institution that influence teaching and learning in BL classrooms. In this paper, we report on a 6-month follow-up AR (AR) study we conducted to address those issues. Our aim was to provide collaborative and sustained expert e-learning pedagogical and IT support for a group of thirteen faculty, including a set of strategies to counteract the barriers preventing these educators and their 320 students from adopting effective BL practices. Framed by theories of identity and transformational change, in the study we co-constructed alternative ways of viewing and doing BL teaching and learning with this group of educators. Qualitative data collection tools involved: interviews, recorded field notes from online participant meetings and class blogs and an end-of-semester student Likert scale questionnaire. Findings indicate that when faculty are provided long-term institutionally-supported opportunities and collaborative guidance in how to assume agency and control in their BL teaching settings and are simultaneously encouraged to empower their students to do the same in their learning, the resulting identities they themselves mediate and in turn foster in their students have positive implications for learning outcomes-increased self-directedness, online engagement, community building and higher order thinking. We believe these results provide renewed and grounded hope for the future of BL.

Idioma originalInglés
Título de la publicación alojadaProceedings of the 18th European Conference on e-Learning, ECEL 2019
EditoresRikke Orngreen, Mie Buhl, Bente Meyer
EditorialAcademic Conferences Limited
Páginas128-136
Número de páginas9
ISBN (versión digital)9781912764426
DOI
EstadoPublicada - 1 ene 2019
Evento18th European Conference on e-Learning, ECEL 2019 - Copenhagen, Dinamarca
Duración: 7 nov 20198 nov 2019

Serie de la publicación

NombreProceedings of the European Conference on e-Learning, ECEL
Volumen2019-November
ISSN (versión impresa)2048-8637
ISSN (versión digital)2048-8645

Conferencia

Conferencia18th European Conference on e-Learning, ECEL 2019
País/TerritorioDinamarca
CiudadCopenhagen
Período7/11/198/11/19

Áreas temáticas de ASJC Scopus

  • Informática (todo)
  • Educación

Huella

Profundice en los temas de investigación de '‘Breaking bad’: Overcoming Barriers Preventing Higher Education Faculty From Offering Quality Blended Learning Programs'. En conjunto forman una huella única.

Citar esto