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Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Faculty Development I

Tagged Division

Educational Research and Methods

Page Count

20

Page Numbers

26.764.1 - 26.764.20

DOI

10.18260/p.24101

Permanent URL

https://peer.asee.org/24101

Download Count

76

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Paper Authors

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Martha Cleveland-Innes Athabasca University

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Dr. M. Cleveland-Innes is Professor and Chair in the Center for Distance Education at Athabasca University in Alberta, Canada. She has received awards for her work on the student experience in online environments and holds a major research grant through the Canadian Social Sciences and Humanities Research Council. In 2011 she received the Craig Cunningham Memorial Award for Teaching Excellence and in 2009 she received the President’s Award for Research and Scholarly Excellence from Athabasca University. She is currently Guest Professor at The Royal Institute of Technology in Stockholm, Sweden. Her work is well published in academic journals in North America and Europe. Current research interests are in the areas of leadership in open and distance higher education, blended and online teaching and learning and the effects of emotion in virtual learning spaces.

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Stefan Stenbom KTH Royal Institute of Technology

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Stefan Stenbom is lecturer in online learning at the Department of Learning, KTH Royal Institute of Technology. Research interests are in analyzing teaching and learning in an online environment, especially in one-to-one settings. Stenbom teach courses in online and blended learning for teachers in K-12 and higher education.

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Stefan Hrastinski KTH Royal Institute of Technology

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Stefan Hrastinski is Associate Professor at the The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology, and Visiting Professor with specialization in e-Learning, Mid Sweden University. His research focuses on online learning and collaboration in educational and organizational settings. Stefan has conducted research and development projects across various contexts, including higher education, school settings, companies, municipalities and the public sector. He teaches courses in e-learning, and supervise theses on bachelor, master and Ph.D. level.

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Abstract

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.

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015