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ERIC Number: EJ1080680
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 35
College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments
Martinucci, Kenneth P.; Stein, Daniel; Wittmann, Helen C.; Morote, Elsa-Sofia
Journal for Leadership and Instruction, v14 n1 p24-31 Spr 2015
We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas--education, social sciences, business, art and humanities, and math and sciences--in New York. One hundred twenty-eight faculty members responded to a test of their knowledge of hybrid learning. Using a one-way ANOVA, we found no significant differences between conceptions, misconceptions, and lack of knowledge among faculty. However, their conceptions differences approached significance (p < 0.074). We evaluated faculty levels of trainability. The results of frequency analysis suggested that professors of math and sciences, and business tended to understand more online or hybrid environments than professors of other areas did. However, professors of art and humanities, and social sciences showed high trainability scores.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York