Date

2018

Author

Yılmaz, Yusuf

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Faculty development programs play an important role in higher education. Within such programs, medical teachers can acquire competencies with regard to facilitating their students’ learning processes. The purpose of this study was to develop, implement, and evaluate blended learning courses for teaching improvement through faculty development programs; and to examine and to describe the participation, satisfaction, and perception of medical teachers toward blended learning. With this aim in mind, four research questions were addressed in the study. Multiple-case study research design was utilized in order to grasp a holistic understanding toward a blended learning faculty development program. Using the blended learning approach, faculty development courses were designed, developed and implemented based on the Four-Component Instructional Design (4C/ID) model. Implementation was evaluated in terms of participation, satisfaction, and attainment. The study group consisted of 26 participants, with 14 medical teachers in Case 1 and 12 in Case 2 from different departments of the Faculty of Medicine at a Turkish university. Data were collected and analyzed using quantitative and qualitative methods, and discussed by merging. While face-to-face (f2f) sessions were almost fully attended, participation and the use of online activities were partially attended. It was determined that participant workload was the most significant reason for this differential. According to the pre- and post-survey results, participants perceived that they improved in all learning outcomes. It was identified that lack of time was the most important barrier for medical teachers against their participation and usage, and that having goals for personal development and obtaining skills in teaching were essential motivators to their participation and usage. A consensus was found for supporting courses of faculty development programs through e-learning. Where online courses were not supported with f2f sessions; it was expressed by the participants that this could negatively affect their participation and learning tasks necessary to complete the course. The participants stated that the preferred modular course planning and heavily f2f-driven blended learning course designs.

Subject Keywords

Blended learning., Teachers, Teaching, Medicine, Universities and colleges

URI

http://etd.lib.metu.edu.tr/upload/12622842/index.pdf
https://hdl.handle.net/11511/27821

Collections

Graduate School of Natural and Applied Sciences, Thesis