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PROSPECTS FOR CHANGE: CREATING A BLENDED LEARNING PROGRAM THROUGH A CULTURE OF SUPPORT

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Date Issued:
2010
Abstract/Description:
Blended learning, a combination of traditional face to face (F2f) instruction and computer-mediated communication (CMC), is a popular trend in many universities and corporate settings today. Most universities provide faculty members course management systems, such as Blackboard, Angel, and others as a way to organize and transmit course materials to students. In order to assess the pedagogical value of blended learning in a university-level first year composition (FYC) environment, it is necessary to view the environment through a critical lens and adequately train faculty in the need for and use of the features of the learning management software (LMS). The setting for this study is the Humanities and Communication Dept. of Florida Institute of Technology, a private university on FloridaÂÂ's east coast, consisting of around 6000 students. As I investigate the various pedagogical and theoretical issues of incorporating blended learning into the FYC environment, I critically examine the issues involved in implementing the program. I employ a blended research method to join the tracks of implementing a blended learning program and developing a culture of support together in the Humanities and Communication Department of Florida Tech. In examining program implementation, I use a combination of institutional critique, as advanced by Porter et al., together with an ÂÂ"ecologicalÂÂ" methodology, as outlined by Nardi and OÂÂ'Day. In examining the feasibility of creating a culture of support through the design of a faculty workshop, I mainly use Richard SelfeÂÂ's methodology, although elements of the previous two methods operate as well. The results of my study provide a means by which faculty members can experience and realize the benefits, while avoiding the pitfalls, of implementing CMC into a f2f classroom and provide an action plan for other researchers to utilize in their own educational settings.
Title: PROSPECTS FOR CHANGE: CREATING A BLENDED LEARNING PROGRAM THROUGH A CULTURE OF SUPPORT.
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Name(s): Leach, Bill, Author
Murphy, Patrick, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Blended learning, a combination of traditional face to face (F2f) instruction and computer-mediated communication (CMC), is a popular trend in many universities and corporate settings today. Most universities provide faculty members course management systems, such as Blackboard, Angel, and others as a way to organize and transmit course materials to students. In order to assess the pedagogical value of blended learning in a university-level first year composition (FYC) environment, it is necessary to view the environment through a critical lens and adequately train faculty in the need for and use of the features of the learning management software (LMS). The setting for this study is the Humanities and Communication Dept. of Florida Institute of Technology, a private university on FloridaÂÂ's east coast, consisting of around 6000 students. As I investigate the various pedagogical and theoretical issues of incorporating blended learning into the FYC environment, I critically examine the issues involved in implementing the program. I employ a blended research method to join the tracks of implementing a blended learning program and developing a culture of support together in the Humanities and Communication Department of Florida Tech. In examining program implementation, I use a combination of institutional critique, as advanced by Porter et al., together with an ÂÂ"ecologicalÂÂ" methodology, as outlined by Nardi and OÂÂ'Day. In examining the feasibility of creating a culture of support through the design of a faculty workshop, I mainly use Richard SelfeÂÂ's methodology, although elements of the previous two methods operate as well. The results of my study provide a means by which faculty members can experience and realize the benefits, while avoiding the pitfalls, of implementing CMC into a f2f classroom and provide an action plan for other researchers to utilize in their own educational settings.
Identifier: CFE0003057 (IID), ucf:48303 (fedora)
Note(s): 2010-05-01
Ph.D.
Arts and Humanities, Department of English
Doctorate
This record was generated from author submitted information.
Subject(s): faculty workshop
composition pedagogy
information ecology
institutional critique
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003057
Restrictions on Access: public
Host Institution: UCF

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