Reflections on an action research project among university faculty [Presentation]

This presentation documents our experiences as a cross-disciplinary research team conducting a multi-method, longitudinal study. The project sought to explore the use of educational technology by higher education faculty in the hybrid learning environment. It had its genesis in our own lived experiences as educators who were moving into hybrid mode following the distance learning period. Returning to the classroom, albeit in a hybrid form, would bring new challenges and opportunities. One central question was whether educational technologies still had a place in this environment. Designing the research to tap into potentially shifting perceptions of faculty from several different disciplines suggested the need for a longitudinal, qualitative approach. It was challenging to figure out how to collect longitudinal data from colleagues without overburdening them. We designed pre- and post-implementation focus group discussions, which provided unique insights into faculty motivations for experimenting with education technologies and perceptions regarding their continued role in the hybrid environment. Additionally, faculty (n = 25) reflected on their use of these technologies over an eight-week period. The first two phases of this study concluded earlier this year, and we are now preparing to collect 12-month follow-up data with participants. Throughout the research process, we learned much about the practicalities of
conducting action research with colleagues. In this presentation, we will share the highs and the lows, some early outcomes, and the unexpected benefits of working on this project.