Preferences, Pedagogical Strategies, and Challenges of Instructors Teaching in Multiple Delivery Formats within A 2-Year College Context
2015-05
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Preferences, Pedagogical Strategies, and Challenges of Instructors Teaching in Multiple Delivery Formats within A 2-Year College Context
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2015-05
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This case study examines general education instructors' preferences, pedagogical strategies, and challenges in delivering face-to-face (f2f), hybrid, and online multiple delivery formats (MDF) at a 2-year technical college. Its purpose is three-fold: to produce a detailed description of instructors' MDF experiences, provide recommendations for improving MDF teaching, and better inform relevant stakeholders about the cultural contexts and practices that affect MDF implementation. In this case study, four selected faculty members participated in a two-hour face-to-face interview with the researcher following a semi-structured, open-ended questionnaire. They also completed the Conti teaching style inventory to examine their pedagogical adjustments and for data triangulation purposes. A follow-up collection of relevant data in the form of syllabi, learning plans, and assessments was conducted after the interviews were transcribed. The researcher also collected data from documents generated within college and departmental meetings and from informal conversations with her colleagues regarding MDF issues and experiences. Six main themes emerged from this research: (a) learner characteristics were the major pedagogical concern of participants across all different delivery formats; (b) the f2f mode was the most effective and favorite format, and the hybrid mode was the least; (c) the hybrid format was time-consuming and entailed a clear teaching-learning framework; (d) learners' personal life circumstances involved in learning; (e) MDF faculty needed to be competent at integrating technology, pedagogy, and content knowledge; and (f) faculty members' time was spread too thin over multiple MDF delivery preps. The two most recurring themes in the individual cases were that the participants' experiences were determined primarily by learners' characteristics and that they worked within in an unclear hybrid framework. The suggestions for improving MDF practices were provided.
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University of Minnesota Ph.D. dissertation.May 2015. Major: Education, Curriculum and Instruction. Advisor: Aaron Doering. 1 computer file (PDF); ix, 164 pages.
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Huang, Li-chin. (2015). Preferences, Pedagogical Strategies, and Challenges of Instructors Teaching in Multiple Delivery Formats within A 2-Year College Context. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/174856.
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