Educational Developers and Their Uses of Learning Theories ...

[Pages:213]Educational Developers and Their Uses of Learning Theories: Conceptions and Practices

by

Klodiana Gjoncaj Kolomitro

A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy

Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto

? Copyright by Klodiana Gjoncaj Kolomitro, 2013

Educational Developers and Their Uses of Learning Theories: Conceptions and Practices Doctor of Philosophy 2013

Klodiana Gjoncaj Kolomitro Department of Curriculum, Teaching and Learning

University of Toronto

Abstract

This thesis reports on a study designed to understand how learning theories fit in the practice of educational developers; specifically, developers' conceptions of learning theories, their use of theories, and, finally, factors that influence the way learning theories shape developers' practice. To investigate these questions, a qualitative study was undertaken with eleven Canadian university educational developers, all formally associated with a campus-wide teaching and learning centre. By taking an exploratory approach, while drawing upon learning theories and educational development literature, aspects of educational developers' understanding and use of learning theories were highlighted.

The findings showed that educational developers in this study: (i) conceptualize learning theories as lowercase `lt' as opposed to uppercase `LT', and (ii) define learning theories based on their prior disciplines. These practitioners didn't associate learning theories with formal academic theories aimed at understanding a situation; instead they had formed their own synthesis of theories to help them perceive the characteristics of a particular situation. Also, the way the participants defined and conceptualized learning theories seemed to correspond to their prior disciplines and areas of study. Five definitions of learning theories were identified among educational developers: philosophy, language, educational-psychology, holistic, and neuroscience-based. In terms of how theories shape developers' work, developers were categorized in three groups: (1) those who had a tendency to implicitly use learning theories ?

ii

focusing more on practical explorations for achieving a desired outcome (seven in total); (2) developers who had a tendency to consciously use learning theories ? taking more of a comprehensive approach by examining their assumptions and focusing on causes and effects that influence their practice (three in total); and, (3) one developer who had characteristics of both groups. Factors such as educational background, professional identities, and perceived audience readiness appeared to influence participants' uses of learning theories. Seeing their work as part of a collective, and attending to the emotional needs of their audience also seemed to impact these practitioners' work.

Considering the limited research examining how educational developers conceptualize learning theories and the way theories inform their practice, this study contributes in generating discussions and future research in a community that continues to grow and situate itself within the higher education landscape.

iii

Acknowledgments

My journey as a doctoral candidate has been filled with individuals who have touched me in very special ways, making it difficult to single out those most influential on completing a task such as a Dissertation. Let me begin by thanking my supervisor, Dr. Larry Bencze. I am particularly grateful for your commitment and dedication to my academic growth; and for your guidance that greatly strengthened this study. I would also like to express my sincere appreciation to my committee members, Dr. Carol Rolheiser and Dr. John Wallace. Your expertise in your respective fields was an invaluable resource, and your willingness to guide me on this journey was very much appreciated. Thank you to Dr. Arshad Ahmad who graciously served as my external reviewer.

I would like to express my heartfelt gratitude to the educational developers who participated in this study. Thank you for sharing your fascinating stories with me; this work would not have been possible without your contribution and enthusiasm. Your dedication and kindness truly inspire me.

A special thank you goes to my parents and my brother, for always supporting me in all my endeavors, motivating me, and serving as role models. You are very special human beings and your unconditional love and support helped me cross the finish line! To my extended family members, and loving friends, for making my journey a little lighter and brighter, thank you. You are exceptional, and I am glad that you are in my life.

Still, in the end, my deepest debt of gratitude is to my family. To my husband, Pandeli, thank you, for your patience and for believing in me! You make me feel unstoppable. For this, I love you! To my cherished daughters, Eva and Eliana! Thank you, for your many hugs and

iv

kisses when Mommy was tired, and your love and appreciation for which I am so blessed! I dedicate this work to you for showing me how learning begins and continues; may you always find the joy of learning in your heart. You are my life, the twinkle in my eye!

As a parting thought ? Life is truly good!!! I hope that we will always remember to not take life for granted, and appreciate the simple things that bring smiles to our faces and warm our hearts with pleasure and happiness.

v

TABLE OF CONTENTS

ABSTRACT..............................................................................................................................................................ii

ACKNOWLEDGEMENTS...................................................................................... .......................................... .iv

CHAPTER ONE: SETTING THE CONTEXT...............................................................................................1

INTRODUCTION ................................................................................................................ ....................................1 RESEARCH QUESTIONS.......................................................................................................................................5 MY STORY .............................................................................................................................................................5 ASSUMPTIONS.................................................................................................................... ...................................7 STUDY SIGNIFICANCE .......................................................................................................................................9 THESIS OVERVIEW ............................................................................................................................................11

CHAPTER TWO: EDUCATIONAL DEVELOPMENT IN CANADIAN UNIVERSITIES........13

INTRODUCTION ............................................................................................................. .....................................13 DEFINING EDUCATIONAL DEVELOPMENT AND BUILDING A LEXICON .............................................13 HISTORY OF EDUCATIONAL DEVELOPMENT IN CANADA .....................................................................18 THE GROWTH AND EXPANSION OF EDUCATIONAL DEVELOPMENT PRACTICES AND UNITS......30

CHAPTER THREE: LEARNING THEORIES............................................................................................35

INTRODUCTION .................................................................................................................................................35 APPLYING THEORIES INTO PRACTICE.........................................................................................................39 FIVE MAIN LEARNING THEORIES .................................................................................................................43

Behaviourism ...................................................................................................................................................46 Cognitivism ......................................................................................................................................................47 Constructivism .................................................................................................................................................47 Humanism ........................................................................................................................................................49 Critical theory ...................................................................................................................................................49 SUMMARY ...........................................................................................................................................................50

CHAPTER FOUR: METHODOLOGY ..........................................................................................................52

INTRODUCTION ..................................................................................................................................................52 PURPOSE ............................................................................................................ ...................................................52 METHODOLOGICAL FRAMEWORK.................................................................................................................53

Interpretivist paradigm ......................................................................................................................................53 Naturalistic paradigm ........................................................................................................................................54 Constructivist grounded theory approach..........................................................................................................54 METHODS .............................................................................................................................................................55 Data sources ................................................................................................................ ......................................55 Study setting and sample selection....................................................................................................................58 Recruitment of participants................................................................................................................................58 Interview design and process ............................................................................................. ...............................60 Interview guide .................................................................................................................................................62 ANALYSIS ............................................................................................................................................................63 SUMMARY............................................................................................................................................................65

CHAPTER FIVE: A PORTRAIT OF EDUCATIONAL DEVELOPERS...........................................67

INTRODUCTION ............................................................................................................. .....................................67 DEMOGRAPHIC INFORMATION ......................................................................................................................67 PATHWAY TO THE PROFESSION ....................................................................................................................69

Commitment to teaching....................................................................................................................................69 Appeal to the university environment ...............................................................................................................72 Serendipity.........................................................................................................................................................73

vi

SUMMARY............................................................................................................................................................76

CHAPTER SIX: CONCEPTIONS OF LEARNING THEORIES .........................................................77

INTRODUCTION .................................................................................................................................................77 LEARNING THEORIES AS LOWERCASE "lt" AS OPPOSED TO UPPERCASE "LT'.................................78 LEARNING THEORIES DEFINED BASED ON DEVELOPERS PRIOR DISCIPLINES.................................82

Philosophy-based definition..............................................................................................................................83 Language-based definition................................................................................................................................85 Educational-psychology-based definition.........................................................................................................85 Holistic-based definition...................................................................................................................................86 Neuroscience-based definition........................................................................................................................87 SUMMARY..........................................................................................................................................................88

CHAPTER SEVEN: USE OF LEARNING THEORIES AMONG DEVELOPERS.......................89

INTRODUCTION ........................................................................................................... ....................................89 IMPLICIT USE OF LEARNING THEORIES ...................................................................................................92

Focus on generating a practical outcome.........................................................................................................94 Emphasis on what works................................................................................................................................98 Inability to verbalize learning theories ..........................................................................................................102 CONSCIOUS USE OF LEARNING THEORIES ..............................................................................................107 Focus on conditions .......................................................................................................................................107 Ability to articulate learning theories.............................................................................................................111 IMPLICIT/CONSCIOUS ....................................................................................................................................117 SUMMARY ..................................................................................................................... ...................................120

CHAPTER EIGHT: FACTORS RELATED TO DEVELOPERS USE OF THEORIES..............122

INTRODUCTION ........................................................................................................... .....................................122 EDUCATIONAL BACKGROUND ....................................................................................................................122 PROFESSIONAL IDENTITY .............................................................................................................................132 PERCEIVED AUDIENCE READINESS.............................................................................................................136 OTHER FACTORS THAT MAY INFLUENCE DEVELOPERS' WORK........................................................145

The collective practice of educational developers...........................................................................................145 Emotional needs of the audience.....................................................................................................................151 SUMMARY...........................................................................................................................................................155

CHAPTER NINE: DISCUSSION...................................................................................................................156

INTRODUCTION ........................................................................................................... ....................................156 THE 3 DILEMMAS THAT DEVELOPERS FACE............................................................................................160

Lack of a shared language ..............................................................................................................................160 Difficulty in creating communities..................................................................................................................161 Theory-practice gap.........................................................................................................................................162 SUGGESTIONS FOR THE DILEMMAS............................................................................................................164 Self-awareness process ...................................................................................................................................164 Make their practice more explicit....................................................................................................................166 Collaborate...................................................................................... .................................................................168

CHAPTER TEN: LEARNING THEORIES AND THEIR PLACE IN THE PRACTICE OF DEVELOPERS .....................................................................................................................................................171

INTRODUCTION ...............................................................................................................................................171 SUMMARY OF STUDY FINDINGS .................................................................................................................172 SOME IMPLICATIONS.....................................................................................................................................176

Knowledge base .............................................................................................................................................176 Engaging in professional development ..........................................................................................................177 Educational development and its "territory" in higher education...................................................................178 Credibility and confidence..............................................................................................................................178 Professionalization of the field........................................................................................................................179

vii

Measuring impact............................................................................................................................................180 FUTURE AREAS OF RESEARCH.....................................................................................................................181 CONCLUDING REMARKS ...............................................................................................................................183

REFERENCES......................................................................................................................................................185 APPENDIX A: INVITATION TO PARTICIPATE.................................................................................199 APPENDIX B: LETTER OF INFORMATION AND INFORMED CONSENT FORM .............200 APPENDIX C: INTERVIEW GUIDE...........................................................................................................202

viii

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download