Factors that Influence Faculty Adoption of Learning-Centered Approaches

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• 作者：Phyllis Blumberg
• 刊名：Innovative Higher Education
• 出版年：2016
• 出版时间：August 2016
• 年：2016
• 卷：41
• 期：4
• 页码：303-315
• 全文大小：329 KB
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Education
  Higher Education
  Educational Technology
  Learning and Instruction
  Teacher Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1758
• 卷排序：41

文摘

This article proposes a recommended course of action for faculty development based upon Rogers’ theory of Diffusion of Innovations and data collected in a study looking at the prevalence of use of learning-centered teaching practices. Specific faculty development strategies are aligned with Rogers’ factors influencing decisions to adopt innovations. The analysis of data indicated that 14% of the faculty members interviewed used predominately learning-centered teaching approaches and 8% rejected learning-centered teaching. Between these extremes, the others used learning-centered teaching components that fit with their personal teaching style and naturally suit their discipline. These recommendations will assist faculty developers, deans, chairs, and mentors in helping faculty members adopt learning-centered teaching practices.KeywordsDiffusion of innovationLearning-centered teachingTeaching practices