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Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College./
Author:	Gosselin, Donna Jeanne.
Description:	1 online resource (292 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369850819

Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College.
Gosselin, Donna Jeanne.

Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College. - 1 online resource (292 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college professional development. In-depth semiformal interviews captured the data for this narrative inquiry. Data analysis was rooted in a 6-part Labovian model that captured the full story of the participants. Thematic analysis of data followed an inductive and interpretive approach to identify categories and 4 themes: discussion teaching, classroom environment, anchored by adult learning strategies, and self-reliance. The emerged themes provided the direction to increase faculty self-efficacy instructing in a hybrid learning environment. The resulting project was a 3-day professional development program with training in; discussion teaching; classroom environment; and adult learning strategies. The theme of self-reliance was the thread that linked all sessions of the professional development program together. This study may contribute to positive social change through the implementation of a professional development program leading to increased faculty self-efficacy instructing in a hybrid learning environment at a career college.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369850819Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College.
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500 $a Adviser: Ramo J. Lord.
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504 $a Includes bibliographical references
520 $a Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members' understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura's social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college professional development. In-depth semiformal interviews captured the data for this narrative inquiry. Data analysis was rooted in a 6-part Labovian model that captured the full story of the participants. Thematic analysis of data followed an inductive and interpretive approach to identify categories and 4 themes: discussion teaching, classroom environment, anchored by adult learning strategies, and self-reliance. The emerged themes provided the direction to increase faculty self-efficacy instructing in a hybrid learning environment. The resulting project was a 3-day professional development program with training in; discussion teaching; classroom environment; and adult learning strategies. The theme of self-reliance was the thread that linked all sessions of the professional development program together. This study may contribute to positive social change through the implementation of a professional development program leading to increased faculty self-efficacy instructing in a hybrid learning environment at a career college.
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538 $a Mode of access: World Wide Web
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