Beliefs and engagement in an institution-wide pedagogic shift

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...

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Bibliographic Details
Published in:Teaching in higher education 2023-08, Vol.28 (6), p.1328-1348
Main Authors: Antunes, Virgínia Teixeira, Armellini, Alejandro, Howe, Robert
Format: Article
Language:English
Subjects:
Active blended learning
Active Learning
Beliefs
Blended Learning
College Faculty
digital transformation
Educational Change
Educational Innovation
Foreign Countries
institutional change
Pedagogy
Teacher Attitudes
Teaching Methods
teaching practices
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Summary: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).
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2021.1881773