L’intention d’utiliser les référentiels de compétences. Le cas des maitre·sse·s de        stage en faculté de médecine

Detroz, Pascal; Huart, Johanne; Loye, Nathalie; Piazza, Aurélie; Giet, Didier; Burette, Solène; Massart, Valérie; Duchesnes, Christiane; Verpoorten, Dominique

doi:10.7202/1064608ar

Cited by 2 publications

(1 citation statement)

References 16 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Theory of Planned Behaviour (TPB, Figure 1) has been used to predict specific behaviours and/or to plan interventions designed to influence behaviour in various domains including education [24][25][26][27][28][29][30]. Its predictive reputation regarding behaviour is up to now unchallenged [31].…”

Section: Theoretical Framework: Theory Of Planned Behaviourmentioning

confidence: 99%

Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

Verpoorten

Huart

Detroz

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

Self Cite

View full text Add to dashboard Cite

Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.

show abstract