Gaps in Professional Development and Knowledge of Teaching HyFlex Courses in Higher Education

Autor/in	Armstrong, Erica D.
Titel	Gaps in Professional Development and Knowledge of Teaching HyFlex Courses in Higher Education
Quelle	(2022), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of the Southwest
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2542-0
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Faculty Development; Blended Learning; College Instruction; Private Colleges; Rural Areas; Access to Education; Barriers; Program Implementation; New Mexico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Hochschullehre; Privathochschule; Rural area; Ländlicher Raum; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	During the COVID-19 outbreak, 59% of higher education intuitions moved toward hybrid services (Selingo et al., 2021). A HyFlex course is a version of class delivery that incorporates in-class instruction, online synchronous sessions, and asynchronous content approaches. The specific educational leadership problem is that instructors may not have received enough professional development to feel comfortable delivering courses using a HyFlex method (Raman et al., 2021). This research was accomplished through a case study design. The case study focused on a purposeful sample of ten undergraduate faculty members at a small, private university in rural New Mexico. The researcher employed the connectivism theory established by Siemens (2005) in this study. The connectivism theory integrates principles emerging from chaos, network and complexity, and self-organization theories (Picciano, 2017). Semi-structured in-depth interviews with open-ended and probing questions offered an opportunity to gather the information that included opinions, behaviors, values, and beliefs (Yin, 2018). The researcher began data collection processes individually with ten university faculty instructors providing HyFlex courses at the undergraduate level. After member checking, the information gathered was coded. Thematic analysis was used to code the transcripts. Findings are based on the four themes identified from the thematic analysis process. Theme 1: Faculty members have not received professional development on HyFlex use. Theme 2: Professional development from the university was limited to the early adoption phase. Theme 3: Access to professional development from instructor research. Theme 4: There is a need for further professional development opportunities to enhance HyFlex implementation. The outcomes of the current study have important implications for social change. Specific implications for social change could be realized on the levels of faculty, administrators, professional training institutions, and HyFlex technology experts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01