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Who moved my classroom? Enabling in...

Minaya, Guido A.

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Who moved my classroom? Enabling instructor performance for the 2010s.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Who moved my classroom? Enabling instructor performance for the 2010s./
作者:	Minaya, Guido A.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0849.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168036
ISBN:	0542038846

Who moved my classroom? Enabling instructor performance for the 2010s.
Minaya, Guido A.

Who moved my classroom? Enabling instructor performance for the 2010s. - 238 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0849.

Thesis (Ed.D.)--University of Pennsylvania, 2005.

This study is about how the changes in technology and learning strategies are affecting instruction in corporate training programs.

ISBN: 0542038846Subjects--Topical Terms:

626645
Education, Administration.

Who moved my classroom? Enabling instructor performance for the 2010s.
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500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0849.
500 $a Supervisor: Marvin Lazerson.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2005.
520 $a This study is about how the changes in technology and learning strategies are affecting instruction in corporate training programs.
520 $a The purpose of this mixed methods research study was to assess if a targeted instructor professional development initiative is an effective approach in transitioning corporate university instructors from a traditional learning model to one that incorporates blended learning curricula and mixed media delivery platforms.
520 $a The following were findings based on the leadership interviews: blended Learning is a more mature offer now and part of the new corporate training learning architecture and is here to stay; there is an increased motivation by corporate universities to reduce costs and increasing scale which is driving the shift to blended learning; leadership perspective is instructors fear that e-learning and blended learning will take away their jobs; there is little evidence that formal development programs exist to help instructors understand their role in a blended learning curriculum; instructors who do not transition into the blended learning format will have limited future career options; corporate universities that do not transition into the blended learning model will not be sustainable from a cost and value perspective; leadership recommends Kirkpatrick Level 1 to Level 3 to show that an intervention focused on instructors transitioning from a traditional classroom model to a blended learning model is effective.
520 $a The following were findings based on the instructor interviews: instructors have fears and concerns about e-learning; they believe it will displace their jobs and will not be as effective from a quality perspective; instructors fear e-learning because they are uncomfortable with e-learning technology; there is limited formal skills preparation available for "live Internet" applications focused on curricula instructors deliver; there is a basic understanding of the mechanics of blended learning but not of the role instructors have in blending learning curricula; instructors understand not moving forward into new delivery platform media limits their careers. (Abstract shortened by UMI.)
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