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.
Space Matters: The Impact of Active Learning Classrooms
Interactive Lecture wit D. Christopher Brooks, Ph.D.
Tuesday, December 11, Noon – 1:30 PM Cremona 101, Seattle Pacific University
D. Christopher Brooks is a Research Fellow in Educational Technology Services at the University of Minnesota. He earned his doctorate in Political Science with a minor in Russian and East European Studies from Indiana University. He taught Comparative Politics and Political Theory at Indiana University-Purdue University Fort Wayne, St. Olaf College, and the University of Minnesota-Morris before coming to the University of Minnesota where he now conducts empirical research on the impact of educational technologies on teaching practices and learning outcomes. Since 2008, he has served as co-PI on the University of Minnesota’s Active Learning Classroom (ALC) Research Project delivering nine conference presentations, presenting five posters, and publishing nine peer-reviewed articles on the subject. His research appears in a number of publications including the Journal of Learning Spaces, the British Journal of Educational Technology, the Journal of Faculty Development, The American Biology Teacher, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, Evolution, the Journal of Political Science Education, and Social Science Quarterly. He is co-editor of a forthcoming (2014) volume of New Directions for Teaching and Learning that features research projects on learning spaces.