How College Faculty Experience Designing Blended Courses They Teach

Abstract

Blended learning has been growing and evolving in higher education since the early 2000s. Despite extensive quantitative research examining blended course use and exploration of how students experience blended-courses, more situated, local research about faculty members' experiences was needed. The purpose of this qualitative study was to develop a deeper understanding of faculty members' experiences during the decision-making process in designing blended courses they teach. The conceptual framework was grounded in Engeström's activity theory to allow an exploration of individual agency within a specific community setting. Faculty members' decision-making experiences and perceptions were explored using an interpretive description methodology. A diverse group of 12 faculty members was purposefully selected from a single public college in Ontario, Canada to participate in semistructured individual interviews. The data were collected and analyzed using a two-cycle coding plan that revealed three key themes and two subthemes. The five findings showed (a) a common understanding that blended courses include a dominant face-to-face and passive online part, (b) design decisions occur on a student-self and value-cost continuum, (c) course ownership is central to agency, (d) the myth of experience exists, and (e) a major disruption causes reassessment of decision-making influencers. As a result of this exploration, positive social change is possible in that institutions may recognize that faculty members need more time and quality professional development to design and teach rich blended courses for learning, while faculty members may gain understanding of how to enhance learner engagement and success through blended-course design.