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Save the Dates

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

Challenges and Solutions for Transforming Faculty Delivery Methods

#Twitter: 
#blended07207
Presenter(s)
Chelsea Campbell (Red Rocks Community College, USA)
Session Information
July 9, 2014 - 11:20am
Track: 
Faculty Development & Student Support
Areas of Special Interest: 
Blended Program/Degree
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Community Colleges
Audience Level: 
All
Session Type: 
Information Session
Location: 
Governor's Square 16
Session Duration: 
50 Minutes
Session: 
Information Session 6
Abstract

Learn from other's struggles and successes experienced when blended learning was introduced to "set-in-their-ways" instructors.

Extended Abstract

The Informative Session Objectives:

  • • Participants will develop best practices for introducing blended learning concepts.
  • • Participants will create strategies for generating support throughout the shift to blended learning.
  • • Participants will recognize what is needed to transition departmental instructors and faculty to a blended learning delivery method.


In order to implement different teaching styles, some initial questions should be asked: Will faculty support blended learning, and if not, will it be successful? How well do you know the faculty within your department? Do you know how often they are on the computer? Do you know the pedagogical techniques they use in the classroom? How many jobs are they working? These are all questions that need to be investigated before implementing blended learning amongst the department. Knowing the strengths and weaknesses within a department are crucial for changing the method of delivery.

The hybrid learning format was introduced into our Water Quality Management and Technology program in 2012. Hybrid learning is a great methodology for a technical program because it is believed that providing hands-on learning more valuable in these fields than lecturing alone. The introduction and implementation of hybrid learning started very slow and required delicate changes with our faculty. The faculty was first introduced to the learning management system because most of the faculty had not used it before. Since our program is a technical program, our instructors have full time jobs outside of this commitment. The support staff provided constant guidance on the learning management system to hinder any uprising.

The next step, involved a half-day seminar defining a hybrid classroom and allowing the instructors to develop interactive lessons for their particular classes. Although, the implementation began a couple of years ago, we do not anticipate a fully functioning hybrid class setting for another year. Our instructors are embracing the change, but not implementing it as quickly as hoped. The seminars and support staff will continue to model applications for hybrid learning. Throughout this session, I will address the process used for transitioning our faculty into a blended learning environment and the struggles conquered while doing so.

A comparison of two delivery methods will demonstrate to the audience there are more effective modes of delivery. Analyzing student learning styles will relate teaching techniques with student learning. Creating definitions for current terminology will identify discrepancies amongst like-minded individuals. These are all issues that have to be addressed when transitioning faculty to a new delivery method. Cohesion is needed for a smooth application of blended learning.


The Session Outcomes:

  • • Participants will establish best practices for blended learning implementation.
  • • Participants will formulate ideas to help resistant faculty through a support network.
  • • Participants will acknowledge the benefit of blended delivery styles within the classroom.


Materials needed: Computer, projector. A PowerPoint presentation will be the primary mode of delivery.

Lead Presenter

I have been teaching within the community college system for 3 years. I used to adjunct within the chemistry department, and currently, I am a full-time faculty member within the water quality management technology department at Red Rocks Community College. I have taught every level of education besides elementary. I am committed to improving my craft and learning new techniques for teaching and learning.