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Faculty Professional Development for Improving Hybrid Course Success

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Date Issued:
2017
Abstract/Description:
The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.
Title: Faculty Professional Development for Improving Hybrid Course Success.
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15 downloads
Name(s): Saxman, Amanda, Author
Hopp, Carolyn, Committee Chair
Vitale, Thomas, Committee Member
Hines, Rebecca, Committee Member
Phelps, Julie, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.
Identifier: CFE0006791 (IID), ucf:51819 (fedora)
Note(s): 2017-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): hybrid -- hybrid learning -- blended learning -- professional development -- framework
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006791
Restrictions on Access: public 2017-08-15
Host Institution: UCF

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