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Faculty change in engineering education: Case study of a blended course about blended and online learning
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-8200-6021
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-9984-6561
2015 (English)In: ASEE Annual Conference and Exposition, Conference Proceedings, 2015, no 122nd ASEE Annual Conference and Exposition: Making Value for SocietyConference paper, Published paper (Refereed)
Abstract [en]

This paper reports results from a case study of teaching development in engineering education at KTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question "what impact, if any, does participation in a blended course about teaching in blended face-to-face and online formats have on faculty views about teaching in engineering education?" Early results indicate that 1) faculty can assess the value of online and blended learning through this experience, 2) faculty engaged actively in online and face-to-face discussions of pedagogy, 3) disciplinary differences in the application of online and blended learning are a concern to STEM faculty, and 4) the evaluation and implementation, if any, of online and blended learning in engineering education has to include discussions beyond the use of applicable technologies.

Place, publisher, year, edition, pages
2015. no 122nd ASEE Annual Conference and Exposition: Making Value for Society
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-174740Scopus ID: 2-s2.0-84941993599OAI: oai:DiVA.org:kth-174740DiVA: diva2:860397
Conference
2015 122nd ASEE Annual Conference and Exposition; Washington Convention CenterSeattle; United States
Note

QC 20151012

Available from: 2015-10-12 Created: 2015-10-07 Last updated: 2015-10-12Bibliographically approved

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Stenbom, StefanHrastinski, Stefan

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