First Advisor

Emily de la Cruz

Term of Graduation

Winter 2006

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction


Educational Leadership




Instructional systems -- Design, Hybrid computers, Faculty integration, Educational Technology



Physical Description

1 online resource (2, iv, 137 pages)


This phenomenological study investigated the experiences of a set of faculty who taught classes in hybrid format at a small liberal arts university in Salem, Oregon. For this study, a "hybrid format" course was defined as a course that includes elements of both traditional face-to-face and technology-enhanced (often Internet) course components. The study consisted of a set of heuristic interviews with faculty members identified through an empirical survey I conducted in Fall 2002 as part of my duties as Director of Instructional Design and Development for the university's technical services department.

Higher education leaders have consistently identified technology integration as an important priority for their faculty. Since in many cases faculty have proven reluctant to do so, it is clear that there has been some dissonance between leadership expectations and faculty experiences. An extensive review of relevant literature indicates that little research has been conducted specifically on the faculty experience with educational technology, although much evidence has been gathered on the student experience and on learning outcomes. The goal of this study was to discover if there were any common elements that faculty experience in working with hybrid formats, and to try to distill these elements into a set of recommendations to higher education leaders for improving faculty experiences with educational technology. The broader goal was to help develop practices that might improve ways faculty use educational technology to enhance teaching and learning.


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