Creative Conflict – Building a New Online Graduate Program
Abstract
This session will present the results of a phenomenology on the establishment of an online and hybrid class-based graduate program at a university in the southern United States. Using Cultural Historical Activity Theory (CHAT) as a theory base, this applied research presentation illustrates the factors involved in the establishment of the program from the perspectives of the faculty members charged with its construction. Results included faculty concerns about the seeming change from the traditional identity of the institution as a hands-on, personalized instructional paradigm to what was perceived as a depersonalized online environment. We believe this session fits the conference theme of institutional identity and promotes thinking among teacher educators in similar settings. Such discussions and an illustration of the tools used in this analysis help promote examinations of such issues informing teacher education praxis in the current and future teacher education marketplace. The information shared during the session will allow participants to utilize these tools in analyzing their own institutional needs.
The presenters will utilize PowerPoint during their presentation. Handouts of the conceptual theory model will be provided to participants along with guiding questions to implement the model in their own institution for use in similar programmatic analysis.
Location
Room 2011
Recommended Citation
Knorr, Ronald Marlin and Grunkze, Andrew, "Creative Conflict – Building a New Online Graduate Program" (2015). SoTL Commons Conference. 20.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/20
Creative Conflict – Building a New Online Graduate Program
Room 2011
This session will present the results of a phenomenology on the establishment of an online and hybrid class-based graduate program at a university in the southern United States. Using Cultural Historical Activity Theory (CHAT) as a theory base, this applied research presentation illustrates the factors involved in the establishment of the program from the perspectives of the faculty members charged with its construction. Results included faculty concerns about the seeming change from the traditional identity of the institution as a hands-on, personalized instructional paradigm to what was perceived as a depersonalized online environment. We believe this session fits the conference theme of institutional identity and promotes thinking among teacher educators in similar settings. Such discussions and an illustration of the tools used in this analysis help promote examinations of such issues informing teacher education praxis in the current and future teacher education marketplace. The information shared during the session will allow participants to utilize these tools in analyzing their own institutional needs.
The presenters will utilize PowerPoint during their presentation. Handouts of the conceptual theory model will be provided to participants along with guiding questions to implement the model in their own institution for use in similar programmatic analysis.
