Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021

2021 ◽  
Vol 18 ◽  
pp. 21
Author(s):  
Cesar Orsini ◽  
Veena Rodrigues ◽  
Jorge Tricio
Keyword(s):  
United Kingdom ◽  
Faculty Development ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Teaching Style ◽  
Educational Practice ◽  
Health Professions ◽  
Lessons Learned ◽  
Development Programs ◽  
The United Kingdom

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Analysis and Validation of Learning Technology Models, Standards and Specifications

2010 ◽  
Vol 8 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Jan M. Pawlowski ◽  
Denis Kozlov
Keyword(s):  
Reference Model ◽  
Model Analysis ◽  
Semantic Interoperability ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Reference Models ◽  
Competency Based ◽  
Open Content ◽  
Enhanced Learning

The paper presents a model for the analysis, comparison and validation of standards, specifications and in particular reference models in the field of Technology Enhanced Learning (TEL). The Reference Model Analysis Grid (RMAG) establishes categories of reference models and standards. Based on those categories, a set of criteria for the analysis and validation of standards was elaborated as a part of the ICOPER project that aims at interoperable open content for competency-based TEL. The analysis of standards in this context is targeted at developing a set of validated approaches that lead to a new reference model. Four standards were investigated, taking into account a broad range of aspects like practical and semantic interoperability and integration issues. In the case study, the authors analyzed both, the standards and specifications and the usefulness of the RMAG. The results of this case study can be used for further analyses of TEL standards as well as for reference models targeted at interoperability.

Teacher and Student Responses to Blended Environments

2011 ◽  
pp. 105-123 ◽  
Author(s):  
Guglielmo Trentin ◽  
Steve Wheeler
Keyword(s):  
Blended Learning ◽  
Social Networking Sites ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Student Responses ◽  
Personalised Learning ◽  
The United Kingdom ◽  
Communication Approach ◽  
Enhanced Learning ◽  
British Research

This chapter provides a further two European perspectives on blended learning. The first section is an overview of the ways in which the concept of blended solutions is interpreted in the Italian networkbased education context. Results of research carried out at some Italian Universities about various approaches to technology enhanced learning (TEL) are described which account for an increasing tendency of teachers to choose blended solutions. On the basis of interviews with 250 teachers some important blended solutions sustainability factors are analyzed pertaining to the pedagogical, professional, socio- cultural, informal dimensions as well as the content, organizational, economic and technological. In the second section of the chapter, an overview of blended and personalised learning in the United Kingdom is presented, with a critical review of some of the recent British research into the efficacy of learning management system (LMS) based blended learning approaches. Central to the chapter section is a discussion regarding the future of the LMS and how the network generation is migrating toward social networking sites and mobile technology to connect with their peers. The chapter finishes with the suggestion that personalised learning environments (PLEs) will be their preferred blended learning and communication approach.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

scholarly journals Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

2019 ◽  
Vol 54 (2) ◽  
pp. 273-286 ◽  
Author(s):  
Dolores R. Serrano ◽  
Maria Auxiliadora Dea‐Ayuela ◽  
Elena Gonzalez‐Burgos ◽  
Alfonso Serrano‐Gil ◽  
Aikaterini Lalatsa
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Readiness of in-service Teachers Towards Blended Learning Approach as a Learning Pedagogy Post COVID-19 Era

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Educational Institutions ◽  
Development Programs ◽  
Use Of Technology ◽  
Six Dimensions ◽  
Teaching Learning ◽  
The Impact

Abstract The impact of COVID-19 pandemic has traumatized the entire world. All educational institutions have been declared closed by most of the countries throughout the globe, as a consequence of which, learners inclusive of teachers have undergone tremendous loss. Nevertheless, COVID-19 has prompted experts to rethink about the suitable pedagogies of teaching-learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best fit solution for educational institutes for at least a period of a few months post-pandemic. The approach aims to provide meaningful opportunities for teachers to embed the use of technology for the teaching -learning process. During this time, teachers from various types of educational institutions are also getting an opportunity of being learners. This role is fulfilled by their outstanding participation in various seminars (commonly called as webinars), workshops, faculty development programs, etc which are exclusively conducted for them in order to enhance their learning experiences during this time. This study investigates the readiness of in-service teachers considering them as learners towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction. The study also sought to find out the readiness of in-service teachers towards blended learning when related to gender and whether they have attended/conducted webinars/lectures/Faculty Development Programs online. Total respondents consisted of 313 teachers from India that were selected by simple random technique of sampling. Analysis for testing research hypotheses consisted of descriptive analysis, t-test and Pearson Correlation Coefficient (correlation matrix) using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that there existed a correlation among six dimensions of blended learning while considering the readiness of in-service teachers towards blended learning. Also, the results indicated that both male and female teachers and teachers who have and have not attended /conducted webinars/ lectures/ Faculty Development Programs online have had no difference in their readiness towards blended learning.

scholarly journals Blended Learning From Design to Evaluation: International Case Studies of Evidence-Based Practice

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Prof. Norman D. Vaughan ◽  
Aline Reali ◽  
Stefan Stenbom ◽  
Marieta Jansen Van Vuuren ◽  
David MacDonald
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Teaching Practice ◽  
Development Program ◽  
Lessons Learned ◽  
Learning Needs ◽  
Faculty Development Program ◽  
International Faculty ◽  
Face To Face ◽  
Institutional Stakeholders

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution’s vision and mission.

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