Browsing by Autor "Ruben Vanderlinde"

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Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
(2020) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde; Nathalie Aelterman
A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers’ basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner.
Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace
(2018) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde
Universities seek innovation by designing and implementing professional development initiatives (PDI) for their teachers. Here it is expected that teachers will apply their learning to the workplace. However, such transfer does not always occur. To address this problem, we analyse the PDI design process of 12 universities in terms of how they consider the main variables influencing transfer: intervention design, work environment, and characteristics of the learner. Qualitative data from 16 interviews suggest that programme designers tend to focus mainly on variables related to the intervention design and work environment, but struggle to address the needs of the teacher. These findings can help universities realign their focus, by emphasising teacher-centred PDI to improve the transfer of learning.
PROFESSIONAL DEVELOPMENT PROGRAMS IN HIGHER EDUCATION: SATISFYING THE BASIC PSYCHOLOGICAL NEEDS OF TEACHERS TO FOSTER TRANSFER OF LEARNING
(2016) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde; Maarten Vansteenskiste
The main goal of professional development programs in higher education is to transfer what has been learned to the workplace. "Transfer" is a key obstacle to the success of PDP. To reduce the transfer gap, it seems necessary to study the PDP design process. Little is known about this process carried out by centralized units in institutions of higher education. Therefore, we analyzed the PDP design process in 12 Ecuadorian universities (5 private and 7 public) and focused on the extent to which these designs took into account the Basic Psychological Needs of autonomy, competence, and relatedness of teachers that determine their motivation and motivation to transfer. Our findings suggest a strong emphasis on teachers' need of competence, neglecting other essential areas that influence transfer, particularly the need of relatedness. The results help repositioning the PDP design approach based on Self-determination theory (SDT) in view of promoting transfer of learning.
THE IMPACT OF AN INNOVATIVE BLENDED-LEARNING PROFESSIONAL DEVELOPMENT PROGRAM IN HIGHER EDUCATION ON MOTIVATION TO TRANSFER LEARNING
(2017) Christian Jaramillo; Martín Valcke; Ruben Vanderlinde; Maarten Vansteenkiste
The intended outcome of a Professional Development Program (PDP) for academic staff in higher education is the application of what has been learned to improve student learning. Teachers struggle to implement PDP outcomes effectively to consistently apply them in the classroom. Using Self-determination Theory (SDT), we designed a PDP for 35 teachers in a major public university in Ecuador, and examined the impact of this innovative PDP on their motivation for transfer of learning, considering the Basic Psychological Needs (BPN) of autonomy, competence, and relatedness of teachers. For this purpose, we designed a 3 month BL-PDP program on Interactive Teaching Techniques; each following a 4-phase setup: 1. 2-hour Face-to-face Lecture, 2. Design of a lesson plan, 3.