CHCS - Perspectives - Summer/Fall 2014

PERSPECTIVES • SUMMER–FALL 2014 19 STRENGTHS More flexible format for faculty members and students Less demand on physical infrastructure (classrooms, parking) Increased active-learning strategies More time for discussion and interaction with students, creating a learning community Facilitates interaction of all students, not only extroverted students Flexibility for students to work or attend to family demands Promotes time-management skills for self-directed activities Fosters technological competence OPPORTUNITIES Improve access of entry-level and post-professional education for individuals who need flexibility WEAKNESSES Requires technical competence/skill Demands 24/7 technology support for students and faculty members Concerns about academic honesty in online environment, such as cheating during online exams Requires strong time-management skills Students must be more responsible for their learning Potential for students to procrastinate, decreases chance of academic success Requires more planning and organization for both faculty members and students Ability to harness the positive aspects of active and self-directed learning, fostering lifelong learning skills Online environment allows tracking of student access to resources that may facilitate course and program evaluation Offers potential to increase opportunities for interprofessional communities Potential to enhance telemedicine education and research by fostering skills needed to develop a professional relationship using technology THREATS Increased demand on the institution’s technological infrastructure Difficulty managing the faculty time needed for student interaction as it is not limited to a specific class period and would potentially increase faculty members’ perceived and actual workload Improper selection of teaching strategies or technology could negatively impact student-learning outcomes Faculty members may overload course content by not acknowledging the time for online instruction and engagement Poor blending of the information presented online with that presented face-to-face, creating the perception of two classes rather than one blended class Development of hybrid courses and course materials can initially be more time consuming than the traditional course planning, requiring release time for faculty members to transition to hybrid instruction The full survey results can be accessed by faculty and staff members in the CHCS Best Practices Forum within Blackboard. For more information, our readers outside NSU can contact Dr. Mary Blackinton at maryb@nova.edu or at (813) 574-5311.