Beliefs and engagement in an institution-wide pedagogic shift
Research output: Contribution to journal › Article › peer-review
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).
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 language | English |
|---|---|
| Number of pages | 21 |
| Journal | Teaching in Higher Education |
| Publication status | Published - 11 Feb 2021 |
Documents
Links
Related information
ID: 25804239
