Epistemic Beliefs and Perceived Affordances: An Investigation of Professors' Use of a Technology-Enhanced Active Learning Classroom

• In Event: 33.023 - Epistemic and Self-Efficacy Beliefs for Personalized Learning With Technology

Abstract

This study explored professors’ perceptions and experiences of teaching in a technology-enhanced Active Learning Classroom (ALC) to promote students’ collaborative learning. It employed a qualitative research method in the form of multiple case studies. Data were collected from five classes that were taught in an ALC in two semesters in a university in the southwest of the United States. A total of five professors and 92 students (graduate and undergraduate) participated in the study. The findings showed that the professors’ epistemic beliefs were overall consistent with their instructional practices, and that the use of technology to a large extent was related to their perceived affordances, needs, and meaningfulness, which were aligned with their beliefs and also influenced by other contextual factors.

Authors

• Xun Ge, University of Oklahoma

• Lihui Liao

• Yujin Yang