Beliefs and engagement in an institution-wide pedagogic shift

Virgínia Teixeira Antunes*, Cesar Alejandro Armellini, Robert Howe

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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This study addresses the attitudes of academic staff towards a large-scale
pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and
how it is translated into practice are explored. Four main categories are derived:
‘Active Innovators’ who believe change is positive and apply it to their
academic practice; ‘Lagging Innovators’ who hold positive beliefs but fail to
fully implement it; ‘Sceptical but obliging’ who hold negative beliefs but whose
practices are consistent with the new approach; and ‘Sceptical and resistant’
who hold negative beliefs about ABL and actively resist implementing it in their
practice. This article suggests that institutions aiming to promote large-scale
sustainable change, may approach the process through two routes: (1) a
pragmatic route, focused on promoting change in practice (i.e. practice
generates subsequent changes to beliefs); and (2) an epistemic route, aimed at
promoting changes to beliefs (i.e. beliefs change first, practices follow).
Original languageEnglish
Number of pages21
JournalTeaching in Higher Education
Publication statusPublished - 11 Feb 2021


  • active blended learning
  • teaching practices
  • digital transformation
  • beliefs
  • institutional change


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