Investigating faculty management of shifting roles in blended learning environments

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dc.contributor.advisorRogers, Audrey
dc.contributor.authorBlanchette, Kimberly
dc.contributor.committeeMemberPaddack, Megan
dc.contributor.committeeMemberLindley-Soucy, Mary-Kim
dc.date.accessioned2017-04-25T14:22:52Z
dc.date.available2017-04-25T14:22:52Z
dc.date.issued2016
dc.description.abstractThis qualitative case study considers how faculty manage shifting roles in blended learning environments. Blended learning presents challenges for faculty due partly to complexity of instruction, need for more time, lack of institutional support, changing roles, and difficulty of adoption to new technologies. For blended learning to be effective, institutions must commit resources and support toward faculty training and development in order to foster positive attitudes and perceptions toward effective use of technology in the classroom which would promote a shift from teacher-oriented toward student-oriented learning. Data collection and analysis was guided by Berge’s (1995) Role Categories Conceptual Framework. This study’s findings help to inform approaches toward developing and supporting faculty. Where Berge’s (1995) Role Categories Conceptual Framework assists with organization and discussion of pedagogical, social, managerial, and technological faculty roles, this study goes further in recommending a Model for Managing Faculty Roles that considers influence of perception and importance of pedagogy. This model assists in guiding institutions and faculty through evolution of perception, knowledge, and experience with a focus on pedagogy and student learning assessment.en_US
dc.description.bibliographicCitationBlanchette, K. (2016). Investigating faculty management of shifting roles in blended learning environments. Retrieved from http://academicarchive.snhu.eduen_US
dc.description.programEducational Leadershipen_US
dc.description.schoolSchool of Educationen_US
dc.digSpecsPDF/A-1ben_US
dc.format.extent1524675 bytesen_US
dc.format.mediaTypeapplication/pdfen_US
dc.identifier.urihttps://hdl.handle.net/10474/3123
dc.language.isoen_USen_US
dc.publisherSouthern New Hampshire Universityen_US
dc.relation.requiresAdobe Acrobat Readeren_US
dc.rightsAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibiteden_US
dc.rightsHolderBlanchette, Kimberly
dc.subject.lcshSouthern New Hampshire University -- Theses (Education)en_US
dc.subject.othereducationen_US
dc.subject.otherhigher educationen_US
dc.subject.othercontinuing educationen_US
dc.subject.otherblended learningen_US
dc.subject.otherfaculty developmenten_US
dc.subject.otherfaculty rolesen_US
dc.subject.otherfaculty supporten_US
dc.subject.otherfaculty trainingen_US
dc.subject.othermodels for managing faculty rolesen_US
dc.titleInvestigating faculty management of shifting roles in blended learning environmentsen_US
dc.typeDissertationen_US

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