Educating Educational Leaders in a Blended Professional Doctorate Program An Initial Action Research Inquiry (original) (raw)
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In an educational context that includes an overarching neoliberal agenda and rapidly expanding inequalities that cross social, racial, class, linguistic, and gender lines, preparing educational leaders to promote social justice in educational systems is more urgent than ever. Framed by critical posthumanism, this self-study inquiry investigates the construction of hybrid teaching practices that foster the kind of authentic interaction needed to develop transformative leaders who are capable of challenging unjust social relationships in educational institutions. In our findings, we explore the ways the introduction of technology changed the nature of teaching, how we strengthened the connections between online and in-person coursework, describe the creative possibilities afforded by technology, and outline issues of social justice that surfaced during our analysis. The study highlights the professional learning of two Educational Leadership faculty in the area of online pedagogy and speaks to the promise of self-study as a rich way for faculty to engage in collaborative, transformative learning. The study holds the potential to help faculty improve their teaching practice as well as assist them to think deeply about how their subjectivities are mediated via various technologies.
Blended learning and the professional development of on-campus teachers: a case study
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On-campus institutions are increasingly moving towards blended modes of delivery. In some cases, these blended programmes supplement existing offerings; in other cases, they replace them entirely. Regardless of the reasons for introducing blended programmes, teachers should engage in suitable professional development activities so they can successfully navigate the pedagogical and technical challenges they will encounter as they move courses online. The aim of this paper is to present a case study of a workshop, which equips on-campus teachers with the knowledge and skills they need to design and develop online courses. The paper first outlines the typical challenges faced by online teachers and some recent professional development initiatives that aim to facilitate the transition to online delivery. The paper then describes the initial structure of our workshop, the rationale for the initial workshop content, feedback received from workshop participants, and how the workshop conten...
www.ijte.net Challenges and Benefits of Blended Learning in Higher Education
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The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Psychology and Education: A Multidisciplinary Journal, 2023
This qualitative study explores college instructors' experiences with blended learning implementation. Emphasizing their challenges, coping strategies, and realizations. Conducted through in-depth interviews with 10 participants, the research focuses on four key aspects: (1) the instructors' diverse experiences navigating blended learning, (2) the multifaceted challenges encountered, (3) the adaptive coping mechanisms employed, and (4) the profound realizations gained. The findings reveal prominent themes such as the presence of ambivalent feelings, the persistent struggle, strategic thinking, and a strong commitment to the teaching profession. These insights shed light on the complex emotional and strategic dimensions inherent in the integration of blended learning. The study suggests the potential to foster a stronger emotional bond between educators and institutions, encouraging a collective effort to enhance pedagogical practices and make a setting that is suitable for learning for the students to achieve academic success and holistic development.
Blended Learning Innovations: Leadership and Change in One Institution
International Journal of Education and Development using ICT (IJEDICT)
The Foundations in University Learning and Teaching (FULT) course is a professional development program aimed at developing the foundational knowledge, skills and attitudes of UNSW teaching staff necessary to inform effective and scholarly teaching approaches. Similar introductory teaching development programs are offered by most Australian universities to their teaching staff (Hicks, Smigiel, Wilson, & Luzeckyj, 2010). FULT has been offered at UNSW Australia for over 25 years in different forms and traditionally, up until last year, delivered primarily face-to-face. However, in 2013 FULT was redesigned to better align with the university’s strategic intent to develop teaching staff capabilities to teach in blended learning mode, incorporating a ‘flipped classroom approach’ as outlined in UNSW Australia’s Learning and Teaching Strategy 2014-2018. This approach is based on the work of Baker (2000) and Lage, Platt, and Treglia (2000) where the passive component of the course, such as reading textbooks, listening to podcasts and watching videos are individually done by students whilst the more active components of the course are used to engage students through problem solving, case studies and discussions. This flipped classroom can help students to increase their motivation and manage cognitive load (Abeysekera & Dawson, 2014), maintain their class attendance (in blended learning) and sustain their out-of-class effort (He, Gajski, Farkas, & Warschauer, 2015), and increase their participation and interactions with teaching staff (Roach, 2014).
2015
To my mother, father, and sister-Your support has been monumental and integral to my success. If loving you is wrong, I don't want to be right. Christopher Hardy-We began this journey in college and still continue strong to this day. I love you; respect you, and thank you for traveling this journey with me. It was a long and crazy ride but well worth it. Thank you. Faith A. Hardy-My daughter, my love, my heartbeat. Margaret McCollum and Elicia Hardy-You ladies were pivotal in making my dream a reality and I truly thank you; more than you'll ever know. Diabetes (Type 1)-You were certain I was going to fail. I relapsed constantly and was sent to the hospital more times than I can remember. Whenever I progressed two steps forward, you sent me five steps backwards. Nonetheless, I proudly walked across the stage and received my degree. I conquered you and still stand to this day. Dr. Joseph Melita-I truly thank you for being my chair and staying with me throughout this process. You guidance and support never faltered and kept me focused every step of the way. Thank you. Dr. Korynne Taylor-Dunlop-You stepped in during a critical time and provided great direction, feedback, and clarity. Thank you Dr. Kia Allen-Your support was instrumental in the completion of this dissertation and I thank you immensely. Dr. Weigel and Lynn University-You provided a platform that enhanced my learning and knowledge of what it means to be an effective leader in our ever-changing society. iv DEDICATION This dissertation is dedicated to my mother, Mrs. Jocynthia McCoy and my best friend, Mr. Christopher Hardy. You are loved immensely and beyond the realm of this world…thank you.