A method for analyzing instructors’ purposeful modifications to research-based instructional strategies

Abstract

Background: Numerous studies in the literature describe the effectiveness of research-based instructional strategies (RBIS) in the postsecondary STEM (science, technology, engineering, and mathematics) context. Many of these studies are predicated on the assumption that instructors implement the RBIS exactly as is intended by the developers. However, by necessity, instructors modify the RBIS to suit their needs and to best support their students. The purpose of this commentary is to describe a framework (Modification Identification Framework) and method (Revealed Causal Mapping) for classifying modifications instructors make to an RBIS as they implement it in their course and identify the reasons why instructors make these modifications. As the MIF was developed in the healthcare field, we altered and extended it to be suitable for educational settings. We then demonstrate the usefulness of the framework and method through an extended sample study of instructors' modifications to the Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP) model in introductory physics. Conclusions: In general, the findings from investigations with the Modification Identification Framework and Revealed Causal Mapping can be used to identify what experiences lead instructors to modify certain aspects of RBIS. These findings can aid curriculum developers in creating supports for instructors so they can make changes in line with the underlying structure and theory of the RBIS.

Diving into the Details: Constructing a Framework of Random Call Components

“…We are guided by work that aims to identify and describe “critical components” of research-based strategies ( Stains and Vickrey, 2017 ; Scanlon et al. , 2019 ).…”

“…User interviews are a strong starting place for developing hypotheses about the critical components of a strategy (e.g., Hall and Loucks, 1978 ). User interviews are particularly valuable for discovering how and why a strategy is implemented in real-world contexts (e.g., Scanlon et al. , 2019 ).…”

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

“…Even in cases where faculty do adopt research-based instructional practices, they often modify them to suit their own needs and perceptions. Researchers have discussed the grain size of these modifications and their impact on the effectiveness of an RBIS (Scanlon, Zamarripa Roman, Ibadlit, & Chini, 2019 ; Stains & Vickrey, 2017 ). Rather than focus on how similar an adopter’s implementation of an innovation is to that of the original designer’s, it is more appropriate to recognize that faculty will need to make modifications; developers should support adopters so that these changes are consistent with the RBIS (Scanlon et al, 2019 ).…”

“…Researchers have discussed the grain size of these modifications and their impact on the effectiveness of an RBIS (Scanlon, Zamarripa Roman, Ibadlit, & Chini, 2019 ; Stains & Vickrey, 2017 ). Rather than focus on how similar an adopter’s implementation of an innovation is to that of the original designer’s, it is more appropriate to recognize that faculty will need to make modifications; developers should support adopters so that these changes are consistent with the RBIS (Scanlon et al, 2019 ). Modification is often an essential step in adoption of an innovation because faculty need to tailor the materials to their context, preferences, and student population (Foote, Neumeyer, Henderson, Dancy, & Beichner, 2014 ; Hutchinson & Huberman, 1994 ; Scanlon et al, 2019 ; Scherr & Elby, 2007 ).…”

“…Rather than focus on how similar an adopter’s implementation of an innovation is to that of the original designer’s, it is more appropriate to recognize that faculty will need to make modifications; developers should support adopters so that these changes are consistent with the RBIS (Scanlon et al, 2019 ). Modification is often an essential step in adoption of an innovation because faculty need to tailor the materials to their context, preferences, and student population (Foote, Neumeyer, Henderson, Dancy, & Beichner, 2014 ; Hutchinson & Huberman, 1994 ; Scanlon et al, 2019 ; Scherr & Elby, 2007 ). Also, research has found that the more successful change strategies involve interactions with experts in long-term interventions that allowed faculty to reflect on their own teaching (Henderson et al, 2010 ; Henderson et al, 2011 ; Holland, Sherman, & Harris, 2018 ).…”