"It's like sharpening a knife": Instructors' Time in Blended Learning Courses
Abstract: The University of Alberta has targeted funding to encourage the implementation of digital learning activities across campus. Since early Spring 2014, many undergraduate courses have received funding for developing blended learning courses. The purpose of this study was to explore instructors’ experiences of time developing and implementing these undergraduate courses. This study used a qualitative exploratory single-case study design, and a total of 22 instructors participated in a semi-structured interview. Findings showed that blended learning required a greater time commitment than anticipated, and additional time to acquire new teaching and technology skills. However, instructors also found blended learning enabled them to have more time to enhance teacher-student interaction, as well as more in-class time to increase student engagement.
Presider: Annabell Bils, FernUniversität in Hagen