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Selected faculty experiences in designing and teaching blended learning courses at Brigham Young University

Reid A Robison, University of Nebraska - Lincoln

Abstract

The purpose of this qualitative study was to understand the faculty experience in designing and teaching blended learning (hybrid) courses at Brigham Young University (BYU). In the first phase of the study a series of open-ended questions was posed to 10 faculty members who had noteworthy experiences with blended learning pedagogy. ^ The interviews revealed faculty perception of three major benefits from the blended learning experience: more effective use of class-room time, increased flexibility in meeting time constraints of both student and professor, and greater ability to meet the needs of individual students. Major concerns raised in the interviews included: questionable course rigor, student self-selection process, technical support, administrative encouragement, and computer accessibility. ^ In the second, quantitative phase, a survey was mailed to each of the BYU faculty during the winter of 2004. Analysis of the data supported the findings from the qualitative phase of the study and also indicated a positive correlation between the effectiveness of blended learning and support from the Center for Instructional Design as well as between blended learning and perceived support from the BYU administration. ^ The integration, during data analysis, of the qualitative and quantitative phases of the study fostered the creation of a preliminary model of the faculty experience in blended learning at BYU. This study highlights the need for greater consideration of the benefits and possibilities for blended learning while urging caution in its potential application to all students. ^

Subject Area

Education, Administration|Education, Curriculum and Instruction|Education, Higher

Recommended Citation

Robison, Reid A, "Selected faculty experiences in designing and teaching blended learning courses at Brigham Young University" (2004). ETD collection for University of Nebraska - Lincoln. AAI3147153.
http://digitalcommons.unl.edu/dissertations/AAI3147153

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