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Instructional development in higher education: impact on teachers’ teaching behaviour as perceived by students

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Stes, Ann [UA] Coertjens, Liesje [UCL] Van Petegem, Peter [UA]

Although instructional development has become an important topic in higher education, little is known about the impact on teaching practice. In this study we investigate the impact of instructional development on teachers’ teaching behaviour as perceived by students. Quantitative student data were assembled for 15 experimental and 12 control teachers. 45 experimental students and 27 control students were interviewed. Repeated measures analyses of variance and analyses of covariance showed no statistically significant impact of instructional development on teaching behaviour. The analysis of the qualitative data sustained this result. Several interpretations and perspectives for further research as well as for the planning of instructional development are discussed.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès restreint
Publication date 2013
Language Anglais
Journal information "Instructional Science" - Vol. 41, no.6, p. 1103-1126 (2013)
Peer reviewed yes
Publisher Springer Nature
issn 0020-4277
e-issn 1573-1952
Publication status Publié
Affiliation UA
Keywords Higher education ; Impact ; Instructional development ; Instructional training ; Teaching behaviour
Links
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Bibliographic reference Stes, Ann ; Coertjens, Liesje ; Van Petegem, Peter. Instructional development in higher education: impact on teachers’ teaching behaviour as perceived by students. In: Instructional Science, Vol. 41, no.6, p. 1103-1126 (2013)
Permanent URL http://hdl.handle.net/2078/201439