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What really matters for faculty to develop and implement hybrid/blended courses?
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, , , Dowling College, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This study identifies factors that influence the adoption of hybrid courses by 128 faculty in Private colleges and universities in New York. Four factors were included: technology, pedagogy, institutional policies, and faculty-centered issues. We found all have a degree of influence on faculty members' decisions to develop and implement hybrid courses. The major items of influence were technology (reliability of technology, technical support, hardware/software availability, and connectivity issues were higher than 70% influential), pedagogy (nature of course content and course objectives were higher than 65%), faculty-centered issues (control of curriculum were higher than 60%), and finally, Institutional policy, were "my institution provides technical support for computer equipment used in hybrid course" ranged higher than 60% of influence. The Less influential were the faculty-centered issues, with a lowest in promotion and tenure item (only 23% of level of influence).

Citation

Morote, E.S., Wittmann, H. & Kelly, T. (2007). What really matters for faculty to develop and implement hybrid/blended courses?. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1085-1089). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2021 from .

References

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