Beliefs and Instructional Practices Among Faculty in U.S. Bachelor’s Degree-Granting Institutions

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Faculty Teaching, Evaluation, and Development Virtual Poster Session

Abstract

The purpose of this study was to examine faculty use of four instructional practices that are particularly beneficial for adult learners: retrieval practice, scaffolding, self-regulated learning, and using prior knowledge. Enrollment in distance education by adult learners continues to grow, yet their success is still a challenge. Using evidence-based instructional strategies may improve outcomes for these learners. The theory of planned behavior was used to determine factors that affect use of these instructional strategies, namely faculty belief in the effectiveness of the practice, belief in peer acceptance of the practice, and belief in competency in implementing the practice. Regression analysis confirmed that these are indeed predictors of the self-reported used of these instructional strategies at statistically significant levels.

Author

• Anne Fensie, University of Maine at Presque Isle