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A BLENDED LEARNING APPROACH to FACULTY DEVELOPMENT: USING the OR-CAT MODEL for the I3 TRAINING SERIES
PROCEEDINGS

, Teachers College, Columbia University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Due to the shift to economies of knowledge, universities face the challenge of rapidly creating distance learning programs while staying true to the values of higher education. At the heart of the university's transformation lies the relationship between the institution and its faculty. In this project, the general development of e-learning as a distance learning technology was reviewed. Then the contextual issues surrounding e-learning in higher education were discussed, particularly the need for faculty participation in the university's integration of distance learning. Finally, a strategy to increase faculty participation by providing training and support in teaching with new instructional technologies was proposed. Using the OR-CAT instructional design framework and a blended learning approach, the Internet Infused Instruction (I3) series incorporates recent information from the learning industry about elements found in successful blended learning programs.

Citation

Sibuma, B. (2002). A BLENDED LEARNING APPROACH to FACULTY DEVELOPMENT: USING the OR-CAT MODEL for the I3 TRAINING SERIES. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2739-2740). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 6, 2020 from .

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