Faculty Training for Blended Learning in Higher Education

Blended learning is a teaching approach where learning occurs both online and face-to-face. Proponents of blended learning feel that it captures the strengths of both online and face-to-face learning environments. Colleges and universities must articulate a pedagogically sound and financially viable vision for the incorporation of computer-mediated technologies to meet the needs of 21st century learners despite a sometimes resistant faculty. To gain faculty support for blended classes and programs, colleges and universities must create effective faculty development programs that train faculty members to successfully use blended learning. The qualitative, multiple-case study used the Diffusion of Innovations theory and andragogical theory to examine why a convenience sampling of 11 faculty members from a private liberal arts college in the Midwest chose to redesign a traditional class into a blended one. The study also focused on assessing the perceptions of the faculty members toward blended learning before and after a blended training workshop and after piloting a blended course as well as determining what the essential components of a blended training workshop should include. Data collection involved anonymous pre- and post-workshop surveys distributed to all 11 faculty members as well as in-depth interviews and classroom observations conducted with four of the faculty members who represented the four cases in the multiple-case study. Results demonstrated that the faculty members who participated in the workshop already held a positive view of blended learning and were willing to adopt blended learning because they perceived it to be superior to traditional instruction. Faculty members also believed that they needed training for blended learning and appreciated training that allowed them time to reflect with colleagues. Based on the results, it is recommended that institutions of higher education offer more well-structured faculty training opportunities. To expand on the results of this study, future research with a larger sample size is recommended. Also, a study that addresses the possible correlation between the likelihood of adopting an innovation and attending a faculty training experience as well as a study that investigates whether or not faculty members alter their instructional practice after attending training could provide further helpful research to institutions encouraging innovative teaching.