Sidhu Robindra, Gage William H
Office of the Associate Vice-President, Teaching & Learning, York University, Canada.
School of Kinesiology and Health Science, York University, Canada.
Heliyon. 2021 Apr 16;7(4):e06704. doi: 10.1016/j.heliyon.2021.e06704. eCollection 2021 Apr.
Identifying the optimal approach for motivating faculty to adopt teaching innovation is important, given that broad-scale initiatives can utilize an inordinate amount of time and resources. Using a quantitative approach, we evaluate policy actions that are most strongly associated with the adoption of either e-learning or community-focused experiential learning, over a five-year period in a single institution. Comparisons between adopters and non-adopters affirm the relevance of previously documented facilitators and barriers. However, a logistic regression analysis demonstrates that actions that promote a supportive institutional culture (such as, an institutional plan, committee involvement, professional development and logistical support) as well as faculty perceptions and beliefs (i.e., "using new methods is not risky for student learning"; confidence and self-efficacy with respect to implementation), is strongly associated with the adoption of either e-learning ( = 118) or community-focused experiential learning ( = 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) is weakly associated with adoption. The results not only provide a fine-grained analysis of current assumptions regarding the necessary conditions for implementing organizational change in the university context, but also suggest an approach that reinforces and sustains the adoption of teaching innovation over the long term. Theoretical and practical implications are discussed in reference to models of organizational change, faculty motivation and approaches to institutionalizing teaching innovation.
鉴于大规模举措可能会耗费大量时间和资源，确定激励教师采用教学创新的最佳方法非常重要。我们采用定量方法，评估了在一所机构的五年时间里，与采用电子学习或社区体验式学习最密切相关的政策行动。采用者和未采用者之间的比较证实了先前记录的促进因素和障碍的相关性。然而，逻辑回归分析表明，促进支持性机构文化的行动（如机构计划、委员会参与、专业发展和后勤支持）以及教师的观念和信念（即“采用新方法对学生学习没有风险”；对实施的信心和自我效能感），与采用电子学习（n = 118）或社区体验式学习（n = 97）密切相关。相比之下，资金和专业方面（即工作量、历史先例以及机构在学术自由方面对创新的推广）与采用的关联较弱。研究结果不仅对当前关于在大学环境中实施组织变革的必要条件的假设进行了细致分析，还提出了一种能长期强化和维持教学创新采用的方法。我们参照组织变革模型、教师激励以及教学创新制度化方法，讨论了理论和实践意义。
