"It's like sharpening a knife": Instructors' Time in Blended Learning Courses
Luis Francisco Vargas-Madriz, Norma Nocente, University of Alberta, Canada
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The University of Alberta has targeted funding to encourage the implementation of digital learning activities across campus. Since early Spring 2014, many undergraduate courses have received funding for developing blended learning courses. The purpose of this study was to explore instructors’ experiences of time developing and implementing these undergraduate courses. This study used a qualitative exploratory single-case study design, and a total of 22 instructors participated in a semi-structured interview. Findings showed that blended learning required a greater time commitment than anticipated, and additional time to acquire new teaching and technology skills. However, instructors also found blended learning enabled them to have more time to enhance teacher-student interaction, as well as more in-class time to increase student engagement.
Vargas-Madriz, L.F. & Nocente, N. (2018). "It's like sharpening a knife": Instructors' Time in Blended Learning Courses. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1929-1934). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)