Enrollment, Engagement, and Satisfaction in the BlendKit Faculty Development Open, Online Course
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| Title: | Enrollment, Engagement, and Satisfaction in the BlendKit Faculty Development Open, Online Course |
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| Language: | English |
| Authors: | Moskal, Patsy, Thompson, Kelvin, Futch, Linda |
| Source: | Online Learning. Sep 2015 19(4). |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Professional Development, Higher Education, College Faculty, Instructional Design, Course Evaluation, Large Group Instruction, Online Catalogs, Web Based Instruction, Seminars, Teaching Methods, Credentials, Satisfaction, Feedback (Response), Resource Units, Shared Facilities, Surveys, Qualitative Research |
| Geographic Terms: | Florida |
| ISSN: | 1939-5256 |
| Abstract: | BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of using an open approach of a MOOC compared to more traditional, highly structured professional development offerings typically seen in higher education. This article will focus on the lessons learned from the third iteration of this open, online course. |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2015 |
| Accession Number: | EJ1079573 |
| Database: | ERIC |
| Abstract: | BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of using an open approach of a MOOC compared to more traditional, highly structured professional development offerings typically seen in higher education. This article will focus on the lessons learned from the third iteration of this open, online course. |
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| ISSN: | 1939-5256 |
