College faculty members face increased pressure to incorporate technology into their teaching approach (Edwards, Kirwin, Gonyeau, Matthews, Lancaster, & DiVall 2014). At the same time, the importance of linking technology enhancements to sound pedagogical approaches has been identified (Edwards et al., 2014; Garrison & Kanuka, 2004). It is not sufficient to simply add-on technology to existing course materials. Significant consideration must be given as to how the use of technology can enhance learning. Without the support of comprehensive professional development, it is unlikely that college faculty members will adopt effective practices that enhance student outcomes.
To date, researchers have explored various approaches to faculty professional development, some of which have been related to the adoption of technology-enhanced teaching. A common limitation to these studies has been their reliance on self-report and delayed reflection to evaluate outcomes. In response to these findings, a behavioural coaching intervention that included direct observation of classroom teaching sessions was developed to support faculty adoption of technology-enhanced teaching practices. The purpose of this presentation is to describe and discuss the impact of a behavioural coaching intervention comprised of goal setting, performance feedback, modeling, instructions, and rehearsal on faculty adoption of technology-enhanced teaching practices. Results will be described in terms of cumulative new practices adopted by participants and faculty self-assessment of knowledge gained as a result of the intervention. Participants can expect to engage in a brief think-pair-share activity to identify opportunities for action within their own context.
Learning Outcomes
By the end of this presentation attendees will be able to:
1) Identify the components of a behavioural coaching intervention.
2) Evaluate the effectiveness of a behavioural coaching professional development model.
3) Describe how the model presented could have application in their own context.
