Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College

Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College by Donna Jeanne Gosselin MS, Kaplan University, 2010 MBA, Kaplan University, 2009 BS, Kaplan University, 2007 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Abstract Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members’ understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura’s social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college professional development. In-depth semiformal interviews captured the data for this narrative inquiry. Data analysis was rooted in a 6-part Labovian model that captured the full story of the participants. Thematic analysis of data followed an inductive and interpretive approach to identify categories and 4 themes: discussion teaching, classroom environment, anchored by adult learning strategies, and self-reliance. The emerged themes provided the direction to increase faculty self-efficacy instructing in a hybrid learning environment. The resulting project was a 3-day professional development program with training in; discussion teaching; classroom environment; and adult learning strategies. The theme of selfreliance was the thread that linked all sessions of the professional development program together. This study may contribute to positive social change through the implementation of a professional development program leading to increased faculty self-efficacy instructing in a hybrid learning environment at a career college.Since the inception of the hybrid instruction model at a career college in the western United States, there has not been an exploration of faculty members’ understanding of hybrid instruction. Therefore, campus administrators do not have a clear understanding of the faculty perception of teaching in a hybrid learning environment. Using Bandura’s social cognitive theory, this qualitative narrative inquiry study was conducted to explore faculty self-efficacy instructing in a hybrid learning environment at the career college. A purposeful sampling method was used to select 9 faculty who have taught less than 2 hybrid learning courses and attended the college professional development. In-depth semiformal interviews captured the data for this narrative inquiry. Data analysis was rooted in a 6-part Labovian model that captured the full story of the participants. Thematic analysis of data followed an inductive and interpretive approach to identify categories and 4 themes: discussion teaching, classroom environment, anchored by adult learning strategies, and self-reliance. The emerged themes provided the direction to increase faculty self-efficacy instructing in a hybrid learning environment. The resulting project was a 3-day professional development program with training in; discussion teaching; classroom environment; and adult learning strategies. The theme of selfreliance was the thread that linked all sessions of the professional development program together. This study may contribute to positive social change through the implementation of a professional development program leading to increased faculty self-efficacy instructing in a hybrid learning environment at a career college. Faculty Self-Efficacy Instructing in a Hybrid Learning Environment at a Career College by Donna Jeanne Gosselin MS, Kaplan University, 2010 MBA, Kaplan University, 2009 BS, Kaplan University, 2007 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Dedication I dedicate this research project to my friends and family who supported me throughout my doctoral journey. I would like to first thank my mom; she taught me at an early age that there are no obstacles large enough to stop someone from achieving goals. A special thank you to my children; Kristofer, Andrew, Tabitha, and Aline, for providing unconditional love and support even when I was at my worst. To my grandchildren, Skyler, William, and Dallas, who light up my world and push me to be better than I was yesterday. Finally, my wonderful husband, Matt, what can I say baby, we are better together! Acknowledgments I would like to thank my committee members for their guidance and support during the project study process. To my committee chair, Dr. Ramo Lord, whose unwavering support and guidance were invaluable and without whom I suspect this effort and my success would not have been possible. To Dr. Olga Salnikova, whose advice throughout the process gave me additional confidence and assurance to move forward. To Dr. Cathryn White, whose insights and feedback helped me to polish my work. Their patience and support will never be forgotten. Thank you to the Hybrid College participants, who by design must remain anonymous but graciously volunteered their time to participate in this study. Each individual made a valuable contribution to this study and demonstrated commitment to learning and research. My family’s resolute support of my seemingly endless educational journey of which this research project is a huge milestone is appreciated more than words could ever express. They have always been my biggest fans, and I am grateful that I have been blessed by God and able to make them proud. Last but not least, I would like to express my most sincere thanks to my husband, Matt. Without his support when I was distracted or down, it would not have been possible to wrap up this project study. I am very grateful for his patience and contributing more than his fair share to our household as I spent hours at the computer. I would not have been successful without his positive and unconditional love and support.