Cleveland-Innes, M., & Stenbom, S., & Hrastinski, S. (2015, June), Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24101

\bibitem{asee_peer_24101}
  Cleveland-Innes, M., \& Stenbom, S., \& Hrastinski, S. (2015, June), \emph{Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24101

Martha Cleveland-Innes, Stefan Stenbom, and Stefan Hrastinski.  "Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24101 Internet.  19 Dec, 2024

\bibitem{asee_peer_24101}
  Martha Cleveland-Innes, Stefan Stenbom, and Stefan Hrastinski.
  "Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24101 Internet.  19 Dec, 2024

@INPROCEEDINGS{asee_peer_24101
author = "Martha Cleveland-Innes, Stefan Stenbom, and Stefan Hrastinski"
title = "Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24101}
number = {10.18260/p.24101}
}

TY  - CPAPER
AB  -                        Faculty role change in engineering education:            A case study of a blended course about blended and online learningIntroduction. This paper reports results from an explanatory case study of a teachingdevelopment course at KTH Royal Institute of Technology in Stockholm, Sweden. This researchmethod was chosen to “allow the research community to be able to better address questionsaround key engineering education challenges …” (Case & Light, 2011, p. 186.). Findingsindicate a notable range of responses from STEM faculty to the design and use of blendedlearning but a definite interest in the use of technology for learning. The presentation of thispaper will include 1) a description of the context in which the course was offered to faculty, 2)information about how this blended course about blended teaching and learning was created, 3) asynthesis of multiple data sources that captured faculty responses and the outcomes from thiscourse, and 4) time for discussion with conference participants.Background. During the last decades, an explosion of digital tools to support daily life has beenintroduced. Online and blended learning is one such tool; it offers the opportunity to supporthigher education through web-based content delivery and interaction. But the success of onlineand blended learning delivery is dependent on the knowledge, expertise, policies, and leadershipavailable in the transition to this new way of teaching and learning. Support for change isavailable at some institutions for faculty who wish to use current Internet technology to enhancelearning (author & Garrison, 2010). Such changes add to instructor workload and must beaccommodated through faculty development and infrastructure support and change. (Davidson-Shivers, 2009).Method: This explanatory case study explores and describes the experience of faculty roleadjustment in consideration of blended approaches to teaching (Yin, 2014). KTH Royal Instituteof Technology in Stockholm, Sweden created a Vision 2027 which indicates that by 2027, thisplaced -based campus will have an equally viable virtual campus in support of student learningin Science and Engineering. A course in blended learning was and offered as part of the teachingdevelopment program. Course objectives are: 1. Review, consider, and critique principles ofblended teaching in higher education; 2. Examine teaching issues with other faculty and identifypossible solutions using ICTs; 3. Integrate instructional theory and practice using ICTs in a waythat is relevant and connected to your own discipline; 4.Create and test a module where blendeddelivery strategies are used.Conclusions. This explanatory case study provides a thorough description of the facts of thecase, multiple explanations for faculty responses using multiple data points, and conclusionsbased on data from multiple sections of a course in blended learning (Mills, Durepos, & Wiebe,2009). Early analysis of findings indicates STEM faculty show a keen interest in usingtechnology for learning but demonstrate only marginal interest in the pedagogical frameworksunderlying such use. Interest in creating blended teaching methods increased with discipline-specific examples (such as Martinez-Caro & Campuzano-Bolarin, 2011) and opportunities towork collaboratively.ReferencesAuthor & Garrison, D. R. (2010). An introduction to distance education: Understandingteaching and learning in a new era. New York: Routledge.Case, J. M., & Light, G. (2011). Emerging research methodologies in engineering educationresearch. Journal of Engineering Education, 100(1), 186-210.Davidson-Shivers, G. V. (2009). Frequency and types of instructor interactions in onlineinstruction. Journal of Interactive Online Learning, 8(1), 23-40.Martinez-Caro, E., & Campuzano-Bolarin, F. (2011). Factors affecting students' satisfactionin engineering disciplines: Traditional vs. blended approaches. European Journal ofEngineering Education, 36(5), 473–483.Mills, A. J., Durepos, G., & Wiebe, E. (Eds.). (2009). Encyclopedia of case study research (Vol.2). Sage Publications.Yin, R. K. (2014). Case study research: Design and methods (5th edition). Thousand Oaks, CA.:Sage Publications.
AU  - Martha Cleveland-Innes
AU  - Stefan Stenbom
AU  - Stefan Hrastinski
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning
UR  - https://peer.asee.org/24101
DO  - 10.18260/p.24101
ER  -