A Systematic Approach to Faculty Development--Capability Improvement for Blended Learning

Autor/inn/en	Badawood, Ashraf; Steenkamp, Annette Lerine; Al-Werfalli, Daw
Titel	A Systematic Approach to Faculty Development--Capability Improvement for Blended Learning
Quelle	In: Information Systems Education Journal, 11 (2013) 3, S.101-114 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-679X
Schlagwörter	Faculty Development; Blended Learning; Capacity Building; Teacher Improvement; Database Management Systems; Hypothesis Testing; Needs Assessment; Concept Formation; Concept Teaching; Program Validation; College Faculty; Training Methods; Improvement Programs; Foreign Countries; Qualitative Research; Saudi Arabia + Suchen Sie Ihr Suchwort? Datenbanksystem; Hypothesenprüfung; Hypothesentest; Bedarfsermittlung; Concept learning; Begriffsbildung; Fakultät; Didaktik; Trainingsmaßnahme; Effizienzsteigerung; Ausland; Qualitative Forschung; Saudi-Arabien
Abstract	Blended learning (BL) provides an efficient and effective instructional experience. However, adopting a BL approach poses some challenges to faculty; the most important obstacle found in this research is faculty's lack of knowledge regarding the use of technology in their teaching. This challenge prompted the research project focused on improving faculty's ability to support their pedagogy with technology. A systematic Learning Management System (LMS) Process Improvement Model, named OASA, is proposed which enables educational institutions to establish a systematic and effective faculty development program for BL teaching and learning. OASA is structured into five levels, and transformation from lower to higher levels of capability in BL teaching and learning is based on prescribed processes, and is intended to provide a new foundation of practices. The conceptualization of OASA was demonstrated by means of a prototype with scope focusing on enhancing faculty's level of capability from Level Two to Level Three. The research has been validated using several validation methods. The main finding is that OASA is a well-founded approach that can help educational institutions overcome challenges relating to faculty's lack of knowledge in using technology in teaching. This study found that adopting OASA would make faculty development processes more understandable, give faculty a starting point for BL pedagogy, keep faculty focused on tasks, and show a process of BL improvement until faculty achieve best practices. The main contribution is that OASA expands the BL body of knowledge, generalizing a solution for problems relating to faculty's lack of knowledge about technology, and demonstrating the proposed solution by means of a Blackboard based prototype of a BL course. (As Provided).
Anmerkungen	Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01