Instructor Experiences Integrating Technology in Blended Learning

Instructor Experiences with Implementing Technology in Blended Learning Courses in Higher educationCommittee MembersDennis Clodi, Ed.D., MentorJean Plough, Ph.D., Committee MemberHenry Radda, Ph.D., Committee Member1Nellie Deutsch University of PhoenixBackground􀂄The Internet and technological tools are providing innovative ways for teachers to teach and students to learn (Fillion, Limayem, Laferriere, & Mantha, 2009; Graham & Robison, 2007; Moore, M. C., 2006; Wang, 2007). 􀂄Students, who use the Internet and technology for communication,entertainment, and collaborative learning, express dissatisfaction with the traditional face-to-face lecture format (Conole, de Laat, Dillon, & Darby, 2006; Donnelly, 2010; Garrison & Vaughn, 2008; Roberts, 2008; Vignare, 2007; Wang, 2007; Wuensch, Azia, Ozan, Kishore, & Tabrizi, 2007).􀂄According to Allen and Seaman (2007b), there is a "9.7 percent growth rate for online enrollments [that] far exceeds the 1.5 percent growth of the overall higher education student population" (p. 1). 􀂄The rate of students completing online courses is higher in e-learning and blended learning courses than in traditional learning programs (Allen & Seaman, 2007a; Vignare, 2007). 2Problem Statement􀂄Students expect instructors at institutions of higher education to use online learning for instruction because students use the Internet regularly (Donnelly, 2010; Wuensch, et al., 2007) and work full time (Allen & Seaman, 2007a; Vignare, 2007). 􀂄The general problem is the increasing pressure placed on organizational leaders in institutions of higher education to improve instruction and learning to meet the needs of the 21st century student (Donnelly, 2010; Eynon, 2008; Fox, 2007; Gillard, Bailey & Nolan, 2008; Mars & Ginter, 2007; MoroteWittmann& Kelly, 2007; U.S. Department of Education, 2008; Vignare, 2007).3Support for Problem Statement􀂄With student demand for blended and e-learning courses, administrators in higher education expect faculty to adopt technology and teach blended learning courses (Donnelly, 2010; Garrison & Vaughan, 2008; Jiang, Parent & Eastmond, 2006; Markey, Holmes, Edgar & Schmidt, 2007; Shemla& Nachmias, 2007; Vignare, 2007). 􀂄The specific problem is that administrators in institutions of higher education require faculty to teach blended learning courses without fully understanding the experiences instructors have had implementing technology in campus-based blended learning courses worldwide (Donnelly, 2010; Groff & Mouza, 2008; Judge & O’Bannon, 2008; Lareki, de Morentin& Amenabar, 2010; Swain, 2005; Vignare, 2007). 4Purpose Statement􀂄Instructors’attitudes toward the use of technology for instruction and learning are important because instructors carry weight in the success ofe-learning programs (Fox, 2007; Meletiou-Mavrotheris& Mavrotheris, 2007; Tabata& Johnsrud, 2008; Woods et al., 2007). 􀂄The purpose of this qualitative phenomenological research study was to explore the experiences instructors had implementing technology in blend