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Innovating Together: Employing a Faculty Learning Community to Support Blended LearningJanuary 2019 (has links)
abstract: As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019
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An instrumental case study of the phenomenon of collaboration in the process of improving community college developmental reading and writing instructionGordin, Patricia C 01 June 2006 (has links)
Focusing upon the intersections between community college faculty and assessment professionals (e.g., institutional researchers) in improving student learning outcomes, the purpose of this study was to describe, analyze, and interpret the experiences of these professionals as they planned for and conducted student learning outcomes assessment in developmental reading, writing, and study skills courses. This instrumental case study at one particular community college in Florida investigated the roles played by these individuals within the larger college effort to develop a Quality Enhancement Plan (QEP), an essential component of a regional accreditation review. The methodology included individual interviews, a focus group interview, a field observation, and analysis of documents related to assessment planning.
There were several major findings: · Assessment professionals and faculty teaching developmental courses had similar professional development interests (e.g., teaching and learning, measurement). · While some faculty leaders assumed a facilitative role similar to that of an assessment professional, the reporting structure determined the appropriate action taken in response to the results of assessment. That is, assessment professionals interpreted results and recommended targets for improvement, while faculty and instructional administrators implemented and monitored instructional strategies. · The continuous transformation of the QEP organizational structure through research, strategy formulation, and implementation phases in an inclusive process enabled the college to put its best knowledge and measurement expertise into its five-year plan.
· Developmental goals for students in addition to Florida-mandated exit exams included self-direction, affective development such as motivation, and success at the next level. · Faculty identified discipline-based workshops as promising vehicles for infusing instructional changes into courses, thus using the results of learning outcomes assessments more effectively.A chronological analysis further contributed to findings of the study. This researcher concluded that the College's eight-year history of developing general education outcomes and striving to improve the college preparatory program through longitudinal tracking of student success had incubated a powerful faculty learning community and an alliance with assessment professionals. This community of practice, when provided the right structure, leadership, and resources, enabled the College to create a Quality Enhancement Plan that faculty and staff members could be proud of.
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