Beliefs and engagement in an institution-wide pedagogic shift

Ale Armellini*, Virginia Antunes, Rob Howe

*Corresponding author for this work

Research output: Contribution to JournalArticlepeer-review

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).
Original languageEnglish
Number of pages21
JournalTeaching in Higher Education
Early online date11 Feb 2021
DOIs
Publication statusE-pub ahead of print - 11 Feb 2021

Keywords

  • Active blended learning
  • institutional change
  • beliefs
  • teaching practices
  • digital transformation
  • Education

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