A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students’ blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Cox, M. D. (2004). Introduction to Faculty Learning Communities. New Directions for Teaching and Learning, 5–23.
Garrison, D. R., & Vaughan, N. D. (2011). Blended Learning in Higher Education. San Francisco: Jossey-Bass.
Swan, K., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. e-Mentor, 24(2), 1-12.
I’m looking forward to meeting the online teaching manifesto and Jen Ross in Vegas this summer @et4online. I have heard lots of good things about both of them. We can only hope that our little manifesto will grow up to be like its older sibling. 😉
and we’re going with it! We’ve been invited to run an afternoon ‘unconference’ workshop at the end of the Sloan-C/MERLOT Emerging Technologies for Online Learning conference in Las Vegas on 27 July. Jen will be there in person, and Hamish, Clara and Sian will be collaborating at a distance.
The workshop will be devoted to working with data crowdsourced during the formal part of the conference. Participants – and other attendees – will be asked to listen out for statements or assumptions they hear about being or having a teacher, and about what teaching means in an emerging technology context. Then in the workshop, we’ll use these observations to tease out some broad principles that will form the conference’s own manifesto for teaching with emerging technology.
Needless to say, we think this is going to be a lot of fun, as well as a great chance for stimulating debate and…
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David Wicks, Assistant Professor, Director of Instructional Technology, Seattle Pacific University
Andrew Lumpe, Professor, Associate Dean, School of Education, Seattle Pacific University
Abstract: When institutions switch from a program assessment system to individual learning portfolios, students spend more time reflecting upon, personalizing, and documenting their work. During such a transition, assessment design becomes more challenging. Alignment of artifacts to program standards is essential to ensure continuity of learning and program documentation. We describe a transition from a sterile electronic portfolio system to a learner centered, reflective blogging portfolio (bPortfolio) using free WordPress.com accounts. Session attendees will receive access to examples of portfolio entries, assessment rubrics, and strategies for using four types.
Presented at the 3rd Annual Emerging Technologies for Online Learning Symposium in San Jose, California on July 22, 2010.