Northampton Electronic Collection of Theses and Research

Beliefs and engagement in an institution-wide pedagogic shift

Armellini, A., Antunes, V. and Howe, R. (2021) Beliefs and engagement in an institution-wide pedagogic shift. Teaching in Higher Education. , pp. 1-21. 1356-2517.

[A][B][+][-]
14399:32834
[thumbnail of Howe_etal_THE_2021_Beliefs_and_engagement_in_an_institution_wide_pedagogic_shift]
Howe_etal_THE_2021_Beliefs_and_engagement_in_an_institution_wide_pedagogic_shift
Howe_etal_THE_2021_Beliefs_and_engagement_in_an_institution_wide_pedagogic_shift.pdf - Accepted Version
14399:33106
[thumbnail of Howe_et_al_THE_2021_Beliefs_and_engagement_in_an_institution_wide_pedagogic_shift]
Howe_et_al_THE_2021_Beliefs_and_engagement_in_an_institution_wide_pedagogic_shift
Howe_et_al_THE_2021_Beliefs_and_engagement_in_an_institution_wide_pedagogic_shift.pdf - Published Version
Available under License Creative Commons Attribution.
Information
Abstract:
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).
Uncontrolled Keywords:
Active blended learning, institutional change, beliefs, teaching practices, digital transformation, Education
Creators:
Armellini, A., Antunes, V. and Howe, R.
Date:
17 January 2021
Date Type:
Acceptance
Page Range:
pp. 1-21
Journal or Publication Title:
Teaching in Higher Education
Number of Pages:
21
Language:
English
DOI:
10.1080/13562517.2021.1881773
ISSN:
1356-2517
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
Edit Item