Why are faculty members not teaching blended courses? Insights from faculty members

Ocak M. A.

COMPUTERS & EDUCATION, cilt.56, sa.3, ss.689-699, 2011 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 56 Sayı: 3
  • Basım Tarihi: 2011
  • Doi Numarası: 10.1016/j.compedu.2010.10.011
  • Dergi Adı: COMPUTERS & EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.689-699
  • Anahtar Kelimeler: Pedagogical issues, Post-secondary education, Teaching/learning strategies, Computer-mediated communication, Distributed learning environments
  • Gazi Üniversitesi Adresli: Evet

Özet

This paper describes the findings of an exploratory, qualitative case study and examines problems and impediments faculty members encountered in blended learning environments in Turkish Higher Education system. A total of 117 faculty members from 4 universities responded to 8 interview questions. Findings were based on content analyses of interview transcripts. The results show that faculty members' problems with blended teaching resulted in the identification of three inductive categories: instructional processes, community concerns and technical issues. The eight themes emerged from these three categories include the following: (1) complexity of the instruction, (2) lack of planning and organization, (3) lack of effective communication, (4) need for more time, (5) lack of institutional support, (6) changing roles, (7) difficulty of adoption to new technologies and (8) lack of electronic means. This study indicates that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses. (c) 2010 Elsevier Ltd. All rights reserved.