Development of the New Academic: The Case for Blended Delivery

Handal, B; Huber, E

Development of the New Academic: The Case for Blended Delivery

Handal, B Huber, E

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Publisher:: Higher Education Research and Development Society of Australasia, Inc
Publication Type:: Conference Proceeding
Citation:: 2011, 34 pp. 150 - 160
Issue Date:: 2011-07-04

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Field	Value	Language
dc.contributor.author	Handal, B	en_US
dc.contributor.author	Huber, E https://orcid.org/0000-0001-7964-9096	en_US
dc.contributor.editor	Krause, K	en_US
dc.contributor.editor	Buckridge	en_US
dc.contributor.editor	Grimmer	en_US
dc.contributor.editor	Purbrick-Illek, S	en_US
dc.date	2017-05-15	en_US
dc.date.issued	2011-07-04	en_US
dc.identifier.citation	2011, 34 pp. 150 - 160	en_US
dc.identifier.isbn	0 908557 85 X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126588
dc.description.abstract	This case study reports the design, implementation and evaluation of an academic induction program, delivered using a blend of in campus and online environments at Macquarie University. The Teaching Induction Program (TIP) was designed to provide professional learning opportunities to novice academics in the Faculty of Business and Economics, particularly sessional staff. A five-point philosophy underpinned the design, ensuring TIP offered a collaborative, reflective, evidence-based, discipline-embedded and student-centred experience. To investigate the effect of the program and in particular the use of digital technology such as wikis, videos and online discussion forums in the delivery of the program, semi-structured interviews were conducted with twelve program participants. Findings show positive gains in their professional learning, enhancement of their attitudes towards using digital technologies in teaching and learning as well as building a community of practice among sessional staff. This paper argues that blended delivery can be used as an effective and complementary tool to reflectively introduce and engage new academics in their teaching endeavours.	en_US
dc.publisher	Higher Education Research and Development Society of Australasia, Inc	en_US
dc.title	Development of the New Academic: The Case for Blended Delivery	en_US
dc.type	Conference Proceeding
utslib.citation.volume	34	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access
pubs.start-date	2017-05-15	en_US
pubs.volume	34	en_US

Abstract:

This case study reports the design, implementation and evaluation of an academic induction program, delivered using a blend of in campus and online environments at Macquarie University. The Teaching Induction Program (TIP) was designed to provide professional learning opportunities to novice academics in the Faculty of Business and Economics, particularly sessional staff. A five-point philosophy underpinned the design, ensuring TIP offered a collaborative, reflective, evidence-based, discipline-embedded and student-centred experience. To investigate the effect of the program and in particular the use of digital technology such as wikis, videos and online discussion forums in the delivery of the program, semi-structured interviews were conducted with twelve program participants. Findings show positive gains in their professional learning, enhancement of their attitudes towards using digital technologies in teaching and learning as well as building a community of practice among sessional staff. This paper argues that blended delivery can be used as an effective and complementary tool to reflectively introduce and engage new academics in their teaching endeavours.

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http://hdl.handle.net/10453/126588