Instructor Experiences with Implementing Technology in Blended Learning Courses

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About the author:
Dr. Nellie Deutsch is a Canadian English teacher to speakers of English as a foreign language (EFL), researcher, writer, and leader in blended and fully online learning.

Nellie founded Integrating Technology for Active Lifelong Learning (IT4ALL), an international volunteer network that provides free professional development workshops to connect educators from around the world. She coordinates and facilitates professional development workshops and conferences for teachers on how to integrate technology into the face-to-face and online classrooms using Moodle, WizIQ, WebQuests, web 2.0 tools, social networks, e-portfolios, and Wikis.
Dr. Deutsch organizes the annual Connecting Online for instruction and learning (CO09-CO14) and Moodlemoot (MMVC11-13) free online conferences, hosted by IT4ALL and supported by WizIQ education online. Dr. Deutsch has provided consultation on how to integrate Moodle and Elluminate learning environments for distance education at Open University and at WikiEducator supported by the Commonwealth of Learning (COL) and Otago Polytechnic (New Zealand in developing Open Education Resources (OERs) and facilitating the international free and open online courses.

Nellie earned her doctorate from the University of Phoenix from the School of Advanced Studies in 2010 in education and leadership specializing in curriculum and instruction.

Instructor Experiences with Implementing Technology in Blended Learning Courses
 

Authored by Dr. Nellie Deutsch Ed.D

Organizational leaders in institutions of higher education expect instructors to implement blended learning courses without understanding instructor experiences with technology. Requiring faculty to teach blended learning courses without fully understanding the experiences instructors had implementing technology may lead to developing inappropriate professional training programs, ineffective use of technology, or to instructor disuse of technology in the future. The purpose of this qualitative phenomenological research study was to explore the experiences instructors had implementing technology in blended learning courses in campus-based institutions of higher education worldwide. This qualitative phenomenological research study used a modified van Kaam method by Moustakas (1994) with in-depth, semi-structured interviews to explore the experiences instructors had implementing technology in blended learning courses. The analysis of the transcribed interviews revealed four themes: (a) facilitating instruction and learning, (b) frustrating, © satisfying and rewarding, and (d) socially connecting. The conclusions derived from the study suggest that learning about the experiences instructors had implementing technology in blended learning courses may guide educational leaders in providing support and in preparing professional development workshops on how to teach blended learning courses.


Publication Date:
2010-05-21
ISBN/EAN13:
1463594526 / 9781463594527
Page Count:
462
Binding Type:
US Trade Paper
Trim Size:
8.5" x 11"
Language:
English
Color:
Black and White
Related Categories:
Education / Research




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