Teacher and institutional characteristics affecting teaching practices in OBL: a self-determination approach
Year: 2015
Type: conference-paper
Study design: Observational Study
Abstract: In Flanders (Belgium), the rising popularity of online and blended learning in adult education requires a scientifically validated approach to the issue of quality of online and blended learning. In this research, we will focus on the teaching process in these environments, and how teacher and institutional factors affect teaching practices. Based on the Self-Determination Theory (SDT), we aim to analyse which and how these factors affect teaching practices within an online and blended learning (OBL) context. Furthermore, we add to the SDT conceptual framework a selective number of control variables such as perceived ICT competence and institutional innovation orientation in order to gain further insight into the teaching process. More specifically, we aim at answering the following research questions: (1) How is the satisfaction of psychological needs and motivation of teachers related to teaching practices?, (2) How is the institutional support related to the satisfaction of needs and motivation of teachers?, (3) Are there differences in the teaching practices of teachers in OBL and non-OBL environments?, and (4) How can these differences be explained? Data is collected by means of a cross-sectional survey among teachers in formal adult education. Research instruments have been selected from the SDT-literature with items on motivation, need satisfaction, need support, and teaching practices. Analyses will consist of (M)ANOVA, multivariate regression, exploratory and confirmatory factor analysis, and structural equation modelling. The findings will, firstly, help us direct our future research efforts. Specifically, in future studies we will investigate which and how specific teaching practices affect learner outcomes. In this respect, knowledge on potentially confounding factors is important. Secondly, findings will help to identify key teacher and institutional factors that affect teaching practices. As such, it can inform teachers, educational leaders, professional development designers and others on enhancing the quality of online and blended learning through teacher- and institution-level intervention.
Institution: Ghent University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2279963772