Transforming to blended learning using experiential online Faculty development.
| Autor*in(nen): Cordie, Leslie; Wooten, Michael & Rowtham, Moyia |
| Jahr: 2020 |
| Dokumenttyp: Zeitschriftenartikel |
| Publikationstyp(en): Theoretisches Dokument,Empirisches Dokument |
| Themen: Blended Learning/E-Learning, Digitalisierung |
| Weblink |
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Abstract
For colleges and universities across the world, a key response to the pandemic has been to shift learning to online environments. Unfortunately, given the nearly instantaneous requirement for change, many faculty had little preparation time to devote to develop effective online courses or create organized blended learning experiences (Brooks & Grajek,2020). As did so many institutions across the world, the academic institution discussed in this article, Clarence Fitzroy Bryant College(CFBC), a comprehensive, educational organization serving residents of St. Kitts / Nevis and the West Indies, faced this complex situation. Because of Covid-19, CFBC faculty had to complete their courses during Spring 2020 using either blended, hybrid, or fully online approaches. While challenging, this forced transition did lead to some positive reflection and, in particular, an elevated appreciation by both CFBC faculty and administrators of the potential to effectively incorporate online components into multiple instructional settings, thus creating more enhanced and accessible learning opportunities in the region.
Zitation
Cordie, Leslie; Wooten, Michael & Rowtham, Moyia (2020). Transforming to blended learning using experiential online Faculty development. eucen Studies. eJorunal of University Lifelong Learning, 4 (1), 25-30. Abgerufen von https://eucenstudies.files.wordpress.com/2020/11/ejournal2020_fullversion_newfinal.pdf.
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