CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Promoting and supporting innovations in e-learning in a traditional environment
Tác giả
Ravenscroft B.
Năm xuất bản
2013
Source title
Proceedings of the International Conference on e-Learning, ICEL
Số trích dẫn
0
DOI
Liên kết
Tóm tắt
Educational institutions thrive on stability, especially when their identity is founded on a long history and celebrated traditions. Teaching norms and practices are well established, as is the infrastructure that supports them. Change, such as that associated with the rapidly evolving world of technology-enhanced learning is viewed as disruptive and threatening. Nonetheless, even the most traditional institutions are under pressure to progress. This case study examines a large-scale course redesign project implemented at a mid-sized traditional liberal arts university from the perspective of the administrator leading the initiative. The course redesign project has two goals: 1) to enhance student engagement and improve student learning in large, introductory on-campus courses by redesigning them into blended models; and 2) to attract new distance enrolments by co-developing the same courses into fully online versions. The study analyses the structure of the project, providing details about approaches taken to encourage instructor involvement and to remove or minimize the barriers presented by the conventional institutional environment. To facilitate buy-in from instructors, a collaborative and collegial approach is taken, whereby their voluntary involvement is sustained through a high level of pedagogical and technical support. The sustainability of the course redesign itself is ensured through a process that requires full departmental support as well as formal curricular endorsement. The case study also focuses on the institutional policies that have been changed to enable the project (e.g. curriculum), as well as the ways in which other university units-such as IT services, the university library and the registrar's office-have been integrated into the project in order to support it. Finally, a case is made for the benefits of strategically promoting such a project, both within the university and externally. The project is currently entering its third year and is thriving. Six high enrolment courses from a range of Arts and Science disciplines have been developed into both blended models and fully online courses, and a further five are currently under development. The impact of the project is significant-affecting close to 9,000 student enrolments-and initial results indicate that the project is successful in meeting its goals. The case study therefore offers other traditional institutions considering similar large-scale projects invaluable insight into the mechanics and approaches to enable successful innovation.
Từ khóa
Blended; Case study; Course redesign; Online
Tài liệu tham khảo
Allen I.E., Seaman J., Online Nation: Five Years of Growth in Online Learning, (2007); Bonwell C.C., Eison J.A., Active Learning: Creating Excitement in the Classroom, 1, (1991); Duderstadt J.D., A University for the 21st Century, (2000); Eklund J., Cognitive models for structuring hypermedia and implications for learning from the world wide web, Proceedings of AusWEB 95, (1995); Garrison D.R., Vaughan N.D., Blended Learning in Higher Education: Framework, Principles, and Guidelines, (2008); Henderson C., Beach A., Finkelstein N., Facilitating change in undergraduate stem instructional practices: An analytic review of the literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Kuh G.D., Kinzie J., Schuh J.H., Whitt E.J., Student Success in College: Creating Conditions That Matter, (2005); Luft J., Kurdziel J.P., Roehig G., Turner J., Growing a garden without water: Graduate teaching assistants in introductory science courses at a doctoral/research institution, Journal of Research in Science Teaching, 41, pp. 211-233, (2004); McShannon J., Hynes P., Student achievement and retention: Can professional development programs help faculty grasp it?, Journal of Faculty Development, 20, 2, pp. 87-93, (2005); Means B., Toyama Y., Murphy R., Bakia M., Jones K., Evaluation of evidence-based practices in online learning: A meta-Analysis and review of online learning, Center for Technology in Learning, U.S. Department of Education, (2010); Mehaffy G.L., Challenge and Change, 47, (2012); Meyers C., Jones T.B., Promoting Active Learning Strategies for the College Classroom, (1993); Muilenburg L.Y., Berge Z.L., Barriers to distance education: A factor-Analytic study, American Journal of Distance Education, 1, 2, pp. 7-22, (2001); Parsad P., Lewis L., Distance Education at Degree-Granting Postsecondary Institutions: 2006-07, (2008); Pascarelli E., Terenzini P., How College Affects Students: A Third Decade of Research, (2005); Twigg C., How Essential Is Assessment?, (1999); Twigg C., Improving Learning and Reducing Costs: Lessons Learned from Round III of the Pew Grant Program in Course Redesign, (2004); Wenger E., McDermott R., Snyder W., Cultivating Communities of Practice: A Guide to Managing Knowledge, (2002)
Nơi xuất bản
Academic Conferences Limited
Hình thức xuất bản
Conference paper
Open Access
Nguồn
Scopus