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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.
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Lessons Learned From a Faculty Learning Community on Blended Learning
David Wicks Associate Professor
Chair of MEd in Digital Educa?on Leadership SeaBle Pacific University Email: [email protected] TwiBer: @drdavidwicks
7th Annual Interna?onal Symposium on Emerging Technologies for Online Learning (2014) #et4online
Abstract A faculty learning community (FLC) comprised of six professors represen?ng 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, sa?sfac?on) using interview ques?ons designed by Garrison and Vaughan (2011) and students (access, learning effec?veness, sa?sfac?on) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student percep?ons of the CoI may be useful in predic?ng 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 par?cipa?on in an FLC when they receive helpful advice on promising prac?ces and encouragement when experiencing instruc?onal or technical challenges. On the other hand, FLCs are less effec?ve when there is a lack of dialogue between mee?ngs or when a facilitator does not provide adequate prepara?on for face-‐to-‐face mee?ngs.
During our presenta?on we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising prac?ces for blended learning classrooms and professional development for blended learning instructors. Cox, M. D. (2004). Introduc?on to Faculty Learning Communi?es. New Direc)ons for Teaching and Learning, 5–23. Garrison, D. R., & Vaughan, N. D. (2011). Blended Learning in Higher Educa)on. San Francisco: Jossey-‐Bass. Swan, K., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-‐Innes, M., & Arbaugh, J. B. (2008). Valida?ng a measurement tool of presence in online communi?es of inquiry. e-‐Mentor, 24(2), 1-‐12.
Objec?ves
• Describe sehng • Explain methods • Share findings from study • Share lessons learned • Explore your ideas
The Sehng
hBp://spu.edu
Faculty Learning Community
• Why? – Workshops & informal training are common but may not be enough
– FLC may be more effec?ve for deep understanding
• Define – Designated groups of interdisciplinary faculty that work together on a yearlong collabora?ve project around a specific topic related to teaching and learning (Cox, 2004)
SPU FLC Plan
Faculty technology survey
Determined need
Approval from administra?on
Recruit faculty – 3 ques?ons
Select members & honorarium
Meet and agree on plan (Team Charter)
Meet regularly
Learn together Conduct study
Share findings
Kevin Bolding, Electrical Engineering
Erla Champ-‐Gibson, Nursing
Baine Cra<, Psychology
Kris Gri?er, Curriculum & InstrucBon
Geri Mason, Economics
David Wicks, InstrucBonal Technology
Blended Learning FLC
Blended Learning Community Goals
1. Increase dynamic learning and interac?on in the classroom in exchange for seat ?me
2. Explore disciplinary boundaries for applying blended learning
3. Build a set of promising prac?ces for implemen?ng blended e-‐learning
Required Reading
Methods • Materials
– Demographic Ques?onnaire – Blended Course Student Survey
• Garrison & Vaughan (2008) – Community of Inquiry Survey
• Swan, et al (2008)
• Procedure – Tradi?onal, Face-‐to-‐Face Format – Blended Course Format
• 70/30, face-‐to-‐face/online – Measures given during the final week of classes
F O
Course Blend Students Techniques
F O
F O
F O
F O
F O
Impression
5 students Recorded Screencasts Blogs Online Quiz Student video
Disc. Groups Experiments
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Findings • Faculty benefit from par?cipa?on in FLC by receiving helpful
advice on promising prac?ces. • Faculty benefit from par?cipa?on in FLC by receiving
encouragement from peers when experiencing challenges within their blended courses.
• FLCs are less successful when there is a lack of dialogue between mee?ngs or when the facilitator does not provide adequate prepara?on for face-‐to-‐face mee?ngs.
• CoI is predica?ve of students’ experiences in blended courses. • By working to facilitate a CoI within blended courses,
instructors should see an increase in student sa?sfac?on within the blended course.
• Differences in the student’s experience in blended learning courses vary depending on the discipline of the course.
Lessons Learned
• Always allow ?me for sharing in mee?ngs • Mix required and discovered readings • Use blog to reflect publicly on progress • Mix face-‐to-‐face and web conferences to meet more than once a month
• Use incen?ve to encourage par?cipa?on • Conference presenta?ons and publishing mo?vate interest and par?cipa?on
Your ideas
• Promising prac?ces for blended learning classrooms
• Professional development for blended learning instructors
Comments or Ques?ons?
David Wicks, EdD Associate Professor
Chair, MEd in Digital Educa?on Leadership School of Educa?on
SeaBle Pacific University [email protected] hBp://spu.edu/soe hBp://davidwicks.org 15
