Do Beliefs, Attitudes, and Practices Vary for STEM and Non-STEM Instructors Teaching in Blended Formats? (Poster 2)

• In Event: AERA Poster Session Four
  In Poster Session: Digital Learning and Development

Abstract

This mixed-methods study explores STEM and non-STEM instructors’ epistemological beliefs (nature of knowledge and knowing), pedagogical beliefs (conceptions of teaching and learning), technology attitudes and their blended practices. Using a socio-constructive framework and drawing from Fishbein and Ajzen’s belief and attitude theory, the study gathers data from instructors teaching blended courses at a University in Southwestern Canada. Data is collected via online surveys from 71 instructors, in-person interviews with 24 instructors, and several classroom observations of 15 instructors and analyzed using NVIVO 12, SPSS, and excel. The study offers insights into instructors’ beliefs on knowledge, knowing, teaching and learning and their use of technology across STEM and non-STEM disciplines. This study guides universities, instructors, designers, and policyholders.

Authors

• Taru Malhotra, University of Waterloo
  Presenting Author

• Ronald D. Owston, York University
  Non-Presenting Author