College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments

Autor/inn/en	Martinucci, Kenneth P.; Stein, Daniel; Wittmann, Helen C.; Morote, Elsa-Sofia
Titel	College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments
Quelle	In: Journal for Leadership and Instruction, 14 (2015) 1, S.24-31 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; Knowledge Level; Misconceptions; Statistical Analysis; Concept Formation; Mathematics Instruction; Science Instruction; Business Administration Education; Humanities Instruction; Blended Learning; Technology Uses in Education; Educational Technology; Teacher Education; Teacher Competencies; Intellectual Disciplines; Teacher Surveys; Social Sciences; New York + Suchen Sie Ihr Suchwort? Fakultät; Wissensbasis; Missverständnis; Statistische Analyse; Concept learning; Begriffsbildung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geisteswissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Lehrkunst; Geisteswissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas--education, social sciences, business, art and humanities, and math and sciences--in New York. One hundred twenty-eight faculty members responded to a test of their knowledge of hybrid learning. Using a one-way ANOVA, we found no significant differences between conceptions, misconceptions, and lack of knowledge among faculty. However, their conceptions differences approached significance (p < 0.074). We evaluated faculty levels of trainability. The results of frequency analysis suggested that professors of math and sciences, and business tended to understand more online or hybrid environments than professors of other areas did. However, professors of art and humanities, and social sciences showed high trainability scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01