Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty
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...
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| Format: | Article |
| Language: | English |
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Elsevier
2021-04-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844021008070 |
| _version_ | 1819131261137977344 |
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| author | Robindra Sidhu William H. Gage |
| author_facet | Robindra Sidhu William H. Gage |
| author_sort | Robindra Sidhu |
| collection | DOAJ |
| description | 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, logistic regression analyses demonstrate 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), are strongly associated with the adoption of either e-learning (n = 118) or community-focused experiential learning (n = 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) are 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. |
| first_indexed | 2024-12-22T09:12:41Z |
| format | Article |
| id | doaj.art-24cf5c1d41e64950ab0598e9e89c68cf |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-22T09:12:41Z |
| publishDate | 2021-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-24cf5c1d41e64950ab0598e9e89c68cf2022-12-21T18:31:23ZengElsevierHeliyon2405-84402021-04-0174e06704Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university facultyRobindra Sidhu0William H. Gage1Office of the Associate Vice-President, Teaching & Learning, York University, Canada; Corresponding author.Office of the Associate Vice-President, Teaching & Learning, York University, Canada; School of Kinesiology and Health Science, York University, CanadaIdentifying 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, logistic regression analyses demonstrate 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), are strongly associated with the adoption of either e-learning (n = 118) or community-focused experiential learning (n = 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) are 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.http://www.sciencedirect.com/science/article/pii/S2405844021008070Innovation adoptionOrganizational changeExperiential learninge-learningFaculty motivationSelf-efficacy |
| spellingShingle | Robindra Sidhu William H. Gage Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty Heliyon Innovation adoption Organizational change Experiential learning e-learning Faculty motivation Self-efficacy |
| title | Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty |
| title_full | Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty |
| title_fullStr | Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty |
| title_full_unstemmed | Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty |
| title_short | Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty |
| title_sort | enhancing the odds of adopting e learning or community focused experiential learning as a teaching practice amongst university faculty |
| topic | Innovation adoption Organizational change Experiential learning e-learning Faculty motivation Self-efficacy |
| url | http://www.sciencedirect.com/science/article/pii/S2405844021008070 |
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