S1-CT3-5 - A Framework for Enhancing the Sharing of Best Teaching Practices among University Instructors3. Research Work In Progress
1 University of Warwick
2 Princess Nourah bint Abdulrahman University
WIP: Managing with respect to Best Teaching Practices (BTPs) so that teachers' accumulated experience may be identified, shared and reused, can offer significant benefits, including the introduction of teaching innovations which lead to improvements in overall teaching quality, and the enhancement of academics’ professional development efforts. Although current communication approaches – such as face-to-face interaction, paper-based documents and emails – allow instructors to share BTPs, many universities still face difficulties when attempting to improve the sharing of knowledge accumulated by instructors, due to geographical and social constraints. At the same time, these above-mentioned approaches are highly resource-intensive and time-consuming which require instructors to consume a great deal of time and effort to capture, retrieve and reuse BTPs. Insufficient knowledge sharing can significantly hinder the successful implementation of teaching expertise, and this can affect instructors’ teaching performance and may result in lower levels of learner attainment than could otherwise have been achieved. In this work-in-progress paper, we aim to achieve two research goals: (1) define a teaching practices management framework (TPMF) for enhancing the sharing processes relating to BTPs which can be performed with the help of an information system; (2) propose the design principles and possible features of an information system specific to the higher education context which must be taken into account in order to enhance the sharing of BTPs and motivate instructors to participate voluntarily in the sharing processes. The development of TPMF, the design principles and features has been informed by semi-structured interviews conducted with 22 instructors working in two universities in Saudi Arabia – in order to better understand the academics’ actual knowledge sharing behavior in relation to BTPs and also to gain a systemic and overall perspective of the current knowledge sharing approaches. An inductive coding approach was employed to help the researcher extract themes which were mentioned by the interviewees – frequently, dominantly or significantly. The resultant framework includes facilities whereby instructors can capture, share, retrieve and reuse BTPs. Therefore, in terms of actual practice, the proposed framework may well be of great assistance to higher education sector institutions. Indeed, it is believed that this framework will become a guideline for developing systems aimed at improving BTPs sharing among academics. It is also likely that it will help developers to avoid errors and excessive costs in terms of time, effort and money. The proposed design principles may be applied to the design and development of further “concrete” IT artifacts such as software tools or single features. Related tools and systems such as general KMSs often have similar purposes; thus, the principles we have determined may be used to (re-)design other KMSs.