Mathematics Faculty Members’ Roles, Skills, and Teaching Experiences in a Hybrid Environment
Chatchada Akarasriworn, Heng-Yu Ku, University of Northern Colorado, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study is to understand three faculty members’ responses to teaching mathematics in a hybrid environment and the change in their required roles and skill-sets. Three mathematics professors at two universities in the Rocky Mountain region of the United States were interviewed. Through the Content Analysis method, interview data were coded, aggregated, and analyzed with the model of “Innovation-Decision Process,” established by Everett Rogers. Two professors were in the decision/adapting stage while one professor was in the implementation/exploring stage. The results will offer insights on the positive and negative aspects of mathematics teaching in a hybrid environment. Details of essential skills and technologies for successful teaching of mathematics in a hybrid setting and recommendations for improving the preparation of teaching mathematics in a hybrid environment will be provided.
Akarasriworn, C. & Ku, H.Y. (2010). Mathematics Faculty Members’ Roles, Skills, and Teaching Experiences in a Hybrid Environment. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 258-263). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).