A barrier to change? Measuring instructor self-efficacy with active learning

Session Time and Location

Fri, 8 Jun 2018
8:00am to 9:30am
Room: Room:
Advance HE Pre-function Area
Session Track
Session Format


Why do evidence-based pedagogical practices not always transfer to the classroom? As educational developers, we seek to teach and substantiate the value of these practices, yet barriers persist.  In this study, we examine one such potential barrier to faculty change: self-efficacy.  Focusing on “facilitation of active learning,” we designed a 12-item scale of instructor self-efficacy, distributed to faculty at a US university.  The psychometric properties reveal excellent internal reliability and a single factor.  This potential quantitative tool examines a psychological barrier to, or catalyst for, faculty change, as well as a means to evaluate the impact of educational development.

  • Session References +

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    Bandura, A. (1997).  The exercise of control. Freeman: New York.

    Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307-337). Greenwich, CT: Information Age Publishing.

    Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555

    Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.  Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111.

    Minderhout, V. (2005). Creating a facilitation plan. In S. W. Beyerlein & D. K. Apple (Eds.). Faculty guidebook: A comprehensive tool for improving faculty performance (2nd ed.) (pp. 145–148). Lisle, IL: Pacific Crest.