scholarly journals Educating Educational Leaders in a Blended Professional Doctorate Program: An Initial Action Research Inquiry

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathryn Strom ◽  
Bradley Porfilio ◽  
Bobbie Plough
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Action Plan ◽  
Educational Leaders ◽  
Faculty Members ◽  
Learning Program ◽  
Professional Doctorate ◽  
Initial Action ◽  
K 12 ◽  
The Impact

This paper describes the first cycle of an action research study investigating the impact of new blended learning courses in a professional doctorate program, the results of which will inform future course planning and pedagogy.  Specifically, core researcher-faculty members associated with the program were interested in understanding how a blended learning program impacted students’ learning experiences. In our findings from this initial inquiry, we detail both constraining and enabling elements of the hybrid experiences provided to students. We also describe the revised action plan created from these findings to improve our ability to utilize the online portion of our doctoral coursework to meet our larger goals of preparing educational leaders to fight for issues of social justice in K-12 settings and beyond.

scholarly journals An Action Research Approach helps Develop GIS Programs in Humanities and Social Sciences

2018 ◽  
Vol 13 (1) ◽  
pp. 30-32
Author(s):  
Laura Costello
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Graduate Students ◽  
Research University ◽  
Action Plan ◽  
Faculty Members ◽  
Service Research ◽  
Research Approach ◽  
Action Research Approach ◽  
Humanities And Social Sciences

A Review of: Kong, N., Fosmire, M., & Branch, B. D. (2017). Developing library GIS services for humanities and social science: An action research approach. College & Research Libraries, 78(4), 413-427.  http://dx.doi.org/10.5860/crl.78.4.413 Abstract Objective – To develop and improve on geographic information systems (GIS) services for humanities and social sciences using an action research model.   Design – Case study.   Setting – A public research university serving an annual enrollment of over 41,500 students in the Midwestern United States.   Subjects – Faculty members and students in the humanities and social sciences that expressed interest in GIS services.   Methods – An action research approach was used which included data collection, analysis, service design, and observation. Interviews with 8 individuals and groups were conducted including 4 faculty members, 3 graduate students, and one research group of faculty and graduate students. Data from interviews and other data including emails and notes from previous GIS meetings were analyzed and coded into thematic areas. This analysis was used to develop an action plan for the library, then the results of the activity were assessed. Main Results – The interviews revealed three thematic areas for library GIS service: research, learning, and outreach. The action plan developed by the authors resulted in increased engagement including active participation in an annual GIS day, attendance at workshops, course-integrated GIS sessions, around 40 consultations on GIS subjects over a two-year period, and increased hits on the Library’s GIS page. Surveys from pre- and post-tests in the workshops increased participants’ spatial awareness skills. Conclusion – Using an action research approach, the authors were able to identify needs and develop a successful model of GIS service for the humanities and social sciences.

Can ethics be learned?

2010 ◽  
Vol 48 (2) ◽  
pp. 147-163 ◽  
Author(s):  
Lyse Langlois ◽  
Claire Lapointe
Keyword(s):  
Mixed Methods ◽  
Action Research ◽  
Data Collection ◽  
Training Program ◽  
Ethical Decision Making ◽  
Educational Leaders ◽  
Content Type ◽  
Educational Administrators ◽  
Significant Difference ◽  
The Impact

PurposeIn response to the growing need for educational leaders who possess ethical, critical and reflective qualities, a training program was developed based on ethics as a reflective critical capacity and on Starratt's three‐dimensional model. This paper aims to describe the impact of the program on ethical decision making and on educational leaders’ ethical competencies.Design/methodology/approachA three‐year action‐research study was conducted with three groups of educational administrators, totalling 30 participants. Mixed methods were used for data collection: a pre‐ and post‐training questionnaire, individual semi‐structured interviews and group interviews. The questionnaire data were analyzed using SPSS software and interview data were analyzed using thematic analysis.FindingsResults from the pre‐test indicate that, prior to the training program, participants rarely possessed all three ethical dimensions. Post‐test results show how participants experience a significant readjustment process characterized by three different stages which have been called the transformative cycle. Qualitative results show the impact of the training program on improved ethical awareness, judgement structuring, a sense of responsibility, and overall professional conduct. No significant difference is observed between male and female participants but statistically significant differences are found according to number of years of experience and to work situation.Practical implicationsDeveloping sound ethical expertise appears to be promising in training future educational administrators and in improving their leadership skills.Originality/valueThis study is original in many aspects. Theoretically, it is based on a self‐regulated rather than hetero‐regulated approach to ethics and calls for descriptive rather then normative foundations to ethical leadership. With regard to its methodology, it used mixed methods adapted to action research as well as original data collection instruments.

scholarly journals A MOOC-BASED COMPUTER SCIENCE PROGRAM FOR MIDDLE SCHOOL: RESULTS, CHALLENGES, AND THE COVID-19 EFFECT

2021 ◽  
Author(s):  
Shai Perach ◽  
Giora Alexandron
Keyword(s):  
Middle School ◽  
Blended Learning ◽  
Computer Science ◽  
Undergraduate Students ◽  
Learning Experience ◽  
School Closure ◽  
Preliminary Evaluation ◽  
Learning Program ◽  
Self Regulated Learning ◽  
K 12

In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this researchdeveloped and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academicMOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teacherswith disciplinary scaffolds and allow them to focus their attention on enhancing students' learning experience and nurturingcritical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academiclevel course to middle-school students.In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-trackclasses who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in theprogram achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participatingstudents also developed a more accurate perception of the essence of CS as a scientific discipline.The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined theadvantages of such a MOOC-based blended learning program above classic pedagogy in times of global or local crises thatlead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-yearMoE exam was discarded, the program's classes smoothly moved to remote learning mode, and students continued tostudy at a pace similar to that experienced before the school shut down.

scholarly journals Innovation to Enhance Blended Learning Experience: Applying Google Sites in Higher Education

2014 ◽  
Vol 6 (1) ◽  
pp. 17-24
Author(s):  
Budi Harsanto
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Learning Experience ◽  
Ease Of Use ◽  
Faculty Members ◽  
The Internet ◽  
Learning Program ◽  
Agreement Rate ◽  
Experience Survey ◽  
Share Information

Internet has influences numerous aspects in our life, including our learning process. Interest in the internet as a media to enhance learning experience in education operations has increased over the last decade. The recent web era termed as web 2.0. In web 2.0 era, users have the convenience to design their own website without need of learning complicated programming language. Combination between offline and online learning is known as blended learning. Innovations related with blended learning are emerging. The purposes of this paper are to elaborate the features of Google Sites that are useful for blended learning and to share users experiences from utilize Google Sites as tools of blended learning program at Faculty of Economics and Business University of Padjadjaran (FEB Unpad), Bandung, Indonesia. Users are often inhibited in creating or maintaining a website because of the complexity challenge. Google Sites, known for its tag line“create, collect and control”, offers ease of use in this regard. Faculty member and student can use this tool to interact. Users experience survey was conducted involving 84 users (78 students and 6 faculty members) to elaborate response of users, both faculty members and students. Results suggest that highest agreement rate was attained that Google site is helpful in share information. The lowest aggrement rate was found in “Google site useful for online discussion”.

scholarly journals Professional development design in elementary school blended learning environments : changes in teacher mindsets and adaptive thinking skills

2018 ◽  
Author(s):  
◽  
Angela Nicole Holt
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Active Learning ◽  
Blended Learning ◽  
International Association ◽  
Thinking Skills ◽  
Teacher Responses ◽  
K 12 ◽  
The Impact ◽  
Core Features

This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541 participants) were electronically surveyed. Additionally, three department leaders were interviewed and their responses provided insights about core features of professional development (content focused, active learning, coherence, duration and collective participation) present within the district. The International Association for K-12 Online Learning's (iNACOL) Blended Learning Teacher Competency Framework and transformative learning theory both provided a lens for examining professional development design and practice within the research study. The quantitative results of the study reveal significant increase in teacher responses from the technical skill and adaptive thinking domains. Additionally, qualitative data collected during the study found professional development delivered during the implementation window did include all five core features of professional development (content focused, active learning, coherence, duration and collective participation). While significance was noted in several variables studied, the Mindset domain showed no significant improvements in teacher responses on either measurement.

scholarly journals INTRODUCTION TO THE SPECIAL ISSUE ON BLENDED LEARNING

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Best Practices ◽  
Blended Learning ◽  
Educational Leaders ◽  
Lessons Learned ◽  
Faculty Members ◽  
Educational Goals ◽  
Instructional Designers ◽  
University Of Illinois ◽  
The University ◽  
Goals And Objectives

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just a faculty-driven activity but needed support and guidance from the administration and instructional designers. As a result, three areas of focus helped organize the workshop activities namely: administration, pedagogy, and evaluation/assessment.

Striving for Equity in Pandemic Times

2021 ◽  
pp. 199-223
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Educational Leaders ◽  
Crisis Leadership ◽  
Institutions Of Higher Education ◽  
Communication Support ◽  
Educational Administrators ◽  
K 12 ◽  
The Impact

This chapter considers the impact the COVID-19 pandemic has had on the reality of educational administrators in U.S.-based institutions of education. Looking closely at 17 educational administrators from both K-12 systems and institutions of higher education, the authors come to a more comprehensive understanding of crisis leadership and its impact on equitable educational practices – both for students as well as for the administrators themselves. This chapter is based on a larger project the authors undertook to explore through narratives and photography the experiences of administrators during the global COVID-19 pandemic that began in early 2020. This chapter illustrates the ways that communication, support, and equitable solutions for the learning community are and are not well articulated by leaders. The authors close out this chapter with recommendations for educational leaders during times of crisis as well as for potential follow-up research.

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