Rogers, AudreyBlanchette, Kimberly2017-04-252017-04-252016https://hdl.handle.net/10474/3123This 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.1524675 bytesen-USAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibitedSouthern New Hampshire University -- Theses (Education)educationhigher educationcontinuing educationblended learningfaculty developmentfaculty rolesfaculty supportfaculty trainingmodels for managing faculty rolesDissertationapplication/pdf