ABSTRACT

This study addresses the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and how it is translated into practice are explored. Four main categories are derived: ‘Active Innovators’ who believe change is positive and apply it to their academic practice; ‘Lagging Innovators’ who hold positive beliefs but fail to fully implement it; ‘Sceptical but obliging’ who hold negative beliefs but whose practices are consistent with the new approach; and ‘Sceptical and resistant’ who hold negative beliefs about ABL and actively resist implementing it in their practice. This article suggests that institutions aiming to promote large-scale sustainable change, may approach the process through two routes: (1) a pragmatic route, focused on promoting change in practice (i.e. practice generates subsequent changes to beliefs); and (2) an epistemic route, aimed at promoting changes to beliefs (i.e. beliefs change first, practices follow).

摘要

这项研究探讨了学术人员对大规模教学转向主动混合学习（ABL）的态度。探讨了关于这种转变的信念以及如何将其转化为实践。衍生出四个主要类别：“积极创新者”，他们相信变革是积极的，并将其应用于学术实践；“落后的创新者”持有积极的信念但未能完全实施；“持怀疑态度但乐于助人”的人持有消极信念，但其做法与新方法一致；以及“持怀疑态度和抵制态度”的人，他们对 ABL 抱有负面信念，并积极抵制在实践中实施 ABL。本文建议，旨在促进大规模可持续变革的机构可以通过两条路线来实现这一进程：（1）务实路线，侧重于促进实践变革（即 实践会导致信念的后续变化）；(2) 认知路线，旨在促进信念的改变（即信念先改变，实践随之改变）。