THE IMPACT OF AN INNOVATIVE BLENDED-LEARNING PROFESSIONAL DEVELOPMENT PROGRAM IN HIGHER EDUCATION ON MOTIVATION TO TRANSFER LEARNING

Abstract

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.