Establishing a blended learning program through situated faculty development: Experiences and reflections PROCEEDINGS
Azra Naseem, Chris Handley, Aga Khan University, Pakistan
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes the experiences of establishing a blended learning program at a multi-campus university through a situated learning approach for faculty development. The project ran from May 2011-May 2013 and was later adopted as a university program. The findings show that the development of blended learning design and teaching skills requires on-going professional development opportunities for faculty members in the form of course design and teaching support and mentoring from experts. The factors that lead to the successful implementation of situated BL faculty development program are centered on the availability of human and financial resources, faculty and organizational preparedness, and technology fluency. A perception and practical shift is necessary to incorporate the concepts of situated learning with traditional faculty development practices at universities in Pakistan and East Africa.
Naseem, A. & Handley, C. (2015). Establishing a blended learning program through situated faculty development: Experiences and reflections. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1002-1010). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from https://www.learntechlib.org/primary/p/150126/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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