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The Transformation of Faculty Roles in Blended Courses

The Transformation of Faculty Roles in Blended Courses. Sloan-C International Conference on Asynchronous Learning Networks November 9, 2006 Robert Kaleta and Karen Skibba University of Wisconsin-Milwaukee. Presentation. Based upon findings from book chapter on blended learning

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The Transformation of Faculty Roles in Blended Courses

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  1. The Transformation of Faculty Roles in Blended Courses Sloan-C International Conference on Asynchronous Learning Networks November 9, 2006 Robert Kaleta and Karen Skibba University of Wisconsin-Milwaukee

  2. Presentation • Based upon findings from book chapter on blended learning • Kaleta, R., Skibba, K., & Joosten, T. (in press). Discovering, designing, and delivering hybrid courses. In Picciano & Dziuban (Eds.), Blended Learning: Research Perspectives

  3. Presentation Overview • Defining blended • Background of study • Faculty roles • Findings – faculty experiences • Recommendations for faculty • UWM blended/hybrid course Web site

  4. Blended Course Definition • Definition • Courses where a significant amount of learning has been moved online making it possible to reduce the amount of time spent in class • Partially online • Partially face-to-face • Terminology • Hybrid • Blended

  5. Questions about Blended Courses • What are the opportunities? • What are the challenges?

  6. Purpose of Study • Better understand faculty blended course experiences • What are faculty experiences designing and delivering a blended course? • How do instructors’ roles change as they implement the blended course model? • What are the implications of these findings for preparing faculty?

  7. Methodology • Sample • 10 faculty from 3 institutions • UWM faculty development program model • Multiple disciplines and course levels • Qualitative approach • In-depth telephone interviews • Web-based survey

  8. Theoretical Framework • Instructor Roles (Berge, 1995) • Pedagogical • Social • Managerial • Technological • Instructors need to gain new skills and assume multiple roles

  9. Findings & Recommendations • Karen – Report on findings of faculty experiences designing and teaching blended courses • Bob – Provide recommendations for preparing faculty to design and teach blended courses

  10. Experiences: Pedagogical Role • Course redesign • Time intensive • Re-examine goals and objectives • Face-to-face versus online • “Course and a half syndrome” • Teaching transformed • Student-centered learning • Successful online interaction critical

  11. Recommendations: Pedagogical • Allow plenty of time for course redesign • Re-examine course goals and objectives • Integrate F2F & online learning activities • Avoid the “course-and-a-half syndrome” • Move from lecture-centered to learner-centered instructional model

  12. Experiences: Social Role • Initially concerned with losing connections with students • Experienced increased interaction and greater connection • Online communication skills very important • Experienced online teachers vs. traditional teachers

  13. Recommendations: Social • Acquire and practice skills to effectively facilitate online discussion & interaction • Learn to create an online community of learners – inclusive, positive, friendly • Model and practice the skills

  14. Experiences: Managerial Role • Scheduling • Dual learning spaces challenging • Frequency of face-to-face and virtual activities • Time management – faculty & student • Course management system • Workload

  15. Recommendations: Managerial • Manage student expectations about blended format and course workload • Develop plans, materials, activities to help students with time management & organizational challenges • Use course management tools to get and stay organized

  16. Experiences: Technological Role • Majority inexperienced technology users • Apprehensive regarding technology use • Reliability of technology • Be prepared for technology failures • Technology “blame game” • Students’ lack of technology proficiency • Overestimated student computer competency

  17. Recommendations: Technological • Keep the technology simple • Have a plan for when technology fails • Develop plans, materials, activities to help students with technology challenges

  18. Summary of Findings • Transition to the blended instructional model significantly affects all four faculty roles – pedagogical, social, managerial, technological • The changes faculty can expect to encounter must be addressed through a faculty development program.

  19. UWM Blended/Hybrid Course Web Site http://blended.uwm.edu or http://hybrid.uwm.edu

  20. Contact Information Learning Technology CenterUniversity of Wisconsin-MilwaukeeLTC@uwm.edu414 229-4319 • Robert Kaleta kaleta@uwm.edu • Karen Skibba kaskibba@uwm.edu

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