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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

An Analysis of Faculty Teaching Perspectives and Satisfaction with Blended Courses

#Twitter: 
#blended21011
Presenter(s)
Sandra Scott (George Washington University, USA)
Paige McDonald (The George Washington University, USA)
Session Information
July 8, 2014 - 3:30pm
Track: 
Faculty Development & Student Support
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Governor's Square 17
Session Duration: 
50 Minutes
Session: 
Information Session 2
Abstract

An overview of research that examines the relationship between an individuals' teaching perspective (Teaching Perspectives Inventory) and the level of satisfaction with teaching blended courses.

Extended Abstract

The purpose of this presentation is to provide an overview of research that examines the relationship or correlation between an individuals' teaching perspective (as defined by the Teaching Perspectives Inventory TPI) and the level of satisfaction teaching blended courses. A detailed overview of the study, the design, and the results to-date will be presented in the information session format. A brief review of the study is provided in the remainder of this description.
Overview of the Research Study

The role of faculty in higher education is being transformed dramatically. Many faculty are being required to make the transition from teaching in the traditional face-to-face lecture format to teaching using technology and the internet. Today, most institutions are offering a portion of courses either blended or completely online (Allen, Seaman, & Garrett, 2007). While some faculty welcome this transformation. Others may be concerned with what this means to higher education.

There is also a broader issue of how to develop and train faculty to teach in these new modalities. There must be considerations for pedagogy and the technology. As the amount of face-to-face time decreases in blended courses, teachers must learn how to adapt their skills in pedagogy to the online environment (Desai, Hart, & Richards, 2008). Vaughn (2007), report that professional development and support are a concern and challenge for faculty in higher education. The research to-date has primarily focused on implementing the blended modality. There is much more to understand about developing faculty to make the transition to teaching in a blended environment.
This research examines the relationship between teaching perspective and level of satisfaction with teaching blended courses. The Teaching Perspectives Inventory (TPI) will be used to identify faculty teaching perspectives. Teaching perspectives are defined by Pratt & Collins as an interrelated set of beliefs and intentions related to learning, knowledge, and the role of the teacher; it's the lens through which we tend to view our work as educators (Collins, Selinger, & Pratt, 2001). A satisfaction scale will be used to measure level of satisfaction with teaching blended courses.

The primary research question for this study is: "What is the relationship between each of the five teaching perspectives and the level of satisfaction derived from teaching blended courses." The five teaching perspectives are described below (Collins, Selinger, & Pratt, 2001):
Transmission Emphasizes subject matter and content. Believes that effective teaching requires substantial commitment to the content or subject matter. The teacher is focused on accurately presenting the content and believes the students should be focused on learning the content. They enjoy presenting their content and often focus on the lecture as a delivery method.

Apprenticeship "Emphasizes skills and expertise. Effective teachers must have a great deal of experience in what they are teaching. They often present information in a series of tasks and observe how well the students can perform these tasks before moving to higher levels."
Developmental "Emphasis is on the learner. The belief is that effective teaching must be planned and conducted from the learner's point of view. Attention is given to different learning styles and how learners think and reason about the content."

Nuturing "Emphasis is on promoting a climate of caring and trust, helping people set challenging but achievable goals, and providing encouragement and support, along with clear expectations and reasonable goals for all learners. Learners are motivated to learn when there is no fear of failure or pressure to succeed."
Social Reform "Emphasis is on seeking to change society in substantive ways. "Good teachers awaken students to the values and ideologies that are embedded in texts and common practices within their discipline. Good teachers challenge the status quo and encourage students to consider the how learners are positioned and constructed in particular discourses and practices. Students are encouraged to take a critical stance to give them power to take social action to improve their own lives."

Based on the primary research question, the researcher specifically explored the questions below:
1. Is there a dominant teaching perspective that correlates with a high level of satisfaction teaching blended courses?
2. Is there a dominant teaching perspective that correlates with a lower level of satisfaction teaching blended courses?
3. Is there a positive correlation between the Transmission teaching perspective and level of satisfaction with teaching courses in the blended modality?
4. Is there a positive correlation between the Apprenticeship teaching perspective and level of satisfaction with teaching courses in the blended modality?
5. Is there a positive correlation between the Developmental teaching perspective and level of satisfaction with teaching courses in the blended modality?
6. Is there a positive correlation between the Nurturing teaching perspective and level of satisfaction with teaching courses in the blended modality?
7. Is there a positive correlation between the Social Reform teaching perspective and level of satisfaction with teaching courses in the blended modality?


Additional research questions that can be obtained from the research included:
• What factors contribute to a positive level of satisfaction with teaching blended courses?
• What factors contribute to a negative level of satisfaction with teaching blended courses?

Significance of the Study

This study will provide insight into the impact a faculty member's teaching perspective and level of satisfaction teaching blended courses may have on his/her willingness or ability to make the transition. If teaching perspective has an influence on attitude towards the blended learning methodology, perhaps training must consist of more than "how to" instruction. It must be designed to reflect on the underlying philosophy about teaching and learning. The training must be transformative and should focus on helping faculty to transition their teaching perspective.

Lead Presenter

Currently a doctoral student attending George Washington. My research area is blended learning and faculty development. I am also employed as an Academic Administrator with DeVry University. Additionally, I have over twelve years experience in Human Resource Development and Consulting.