SUPPORTING ADJUNCT FACULTY IN STUDENT-CENTERED INSTRUCTION: A COMPARISON OF TWO MOBILE LEARNING PROFESSIONAL DEVELOPMENT APPROACHES

adjunct faculty;faculty development;mobile learning;community of practice;online professional development;student-centered instruction;diffusion of innovation;not listed

Tan, May LynBorkoski, Carey ;

Johns Hopkins University

关键词: adjunct faculty;    faculty development;    mobile learning;    community of practice;    online professional development;    student-centered instruction;    diffusion of innovation;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60077/TAN-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Evidence suggests that student-centered instruction (SCI) facilitates superior learning outcomes in terms of fostering 21st century skills among college students. However, lecture-style teaching is still widespread in many institutions of higher learning including a private tertiary institution in Singapore. Needs assessment data collected from 90 adjunct faculty confirmed the prevalence of lectures with a majority reporting awareness of various SCI strategies but not implementing them. Possible underlying factors associated with the limited adoption of SCI include mismatched teaching conception with the pedagogical underpinnings of SCI, teaching self-efficacy, and the inadequacy of the current event-based professional development (PD). To support SCI decision making, this study incorporated known features of effective PD in the mobile space to widen access to SCI-themed pedagogical content and to create an environment for meaningful collegial interactions. A mixed methods study using nonequivalent comparison group design examined the effectiveness of mobile learning PD. Teaching efficacy scores and self-reported SCI implementation did not yield statistically significant results in both groups. However, descriptive analysis and qualitative data showed evidence of progression in SCI decision-making stages through the lens of Rogers (2003) innovation-decision framework. The findings from this study revealed considerations for the design and implementation of mobile learning PD in supporting SCI adoption, particularly in the use of task-focused interactions for increasing learning engagement, prerequisite conditions to realize a developmental agenda in a mobile-based community of practice, and the need for alignment between PD and adjunct career goals.