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written by Donna E. Ellis
This exploratory research investigates students' responses to innovative instructional methods, focusing primarily on identifying the barriers that discourage students from engaging with methods that are new or not expected. The instructional methods explored are examples of learning-centered teaching and assessment methods, and are considered to be innovative since they are not yet widely used in higher education. To investigate this issue, literature from organizational change management, resistance to change, and higher education is reviewed. Gaps from the higher education literature suggest that no comprehensive framework or model exists regarding students' barriers to engaging with innovative, learning-centered instructional methods. This research attempts to address these gaps. Case study methodology was selected to enable a detailed study of a course that employs innovative instructional methods. Modified grounded theory approach was used to inform both research instrument design and data analysis. Students' barriers fall into eight key themes. Relevant factors include: the students' year of study, amount of instructional variety, the academic discipline, culture of the innovative course, and alignments/misalignments between students' and instructors' perceptions of barriers to change.
Subjects Levels Resource Types
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
- Research Design & Methodology
= Literature
- Sample Population
- Student Characteristics
= Affect
- Teacher Characteristics
= Affect
Other Sciences
- Economics
- Lower Undergraduate
- Reference Material
= Thesis/Dissertation
PER-Central Type Intended Users Ratings
- Thesis/Dissertation
- Researchers
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Format:
application/pdf
Access Rights:
Free access
This dissertation is provided with free access by the University of Waterloo Institutional Repository.
Restriction:
© 2013 Donna E. Ellis
Keywords:
active learning, reformed education, student buy-in, student engagement
Record Creator:
Metadata instance created July 7, 2022 by Lauren Bauman
Record Updated:
August 16, 2022 by Caroline Hall
Last Update
when Cataloged:
January 1, 2013
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Record Link
AIP Format
D. Ellis, (2013), WWW Document, (http://hdl.handle.net/10012/7414).
AJP/PRST-PER
D. Ellis, Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change (2013), <http://hdl.handle.net/10012/7414>.
APA Format
Ellis, D. (2013, January 1). Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change. Retrieved December 5, 2022, from http://hdl.handle.net/10012/7414
Chicago Format
Ellis, Donna E.. Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change. January 1, 2013. http://hdl.handle.net/10012/7414 (accessed 5 December 2022).
MLA Format
Ellis, Donna E.. Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change. 2013. 1 Jan. 2013. 5 Dec. 2022 <http://hdl.handle.net/10012/7414>.
BibTeX Export Format
@misc{ Author = "Donna E. Ellis", Title = {Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change}, Volume = {2022}, Number = {5 December 2022}, Month = {January 1, 2013}, Year = {2013} }
Refer Export Format

%A Donna E. Ellis %T Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change %D January 1, 2013 %U http://hdl.handle.net/10012/7414 %O application/pdf

EndNote Export Format

%0 Electronic Source %A Ellis, Donna E. %D January 1, 2013 %T Students' Responses to Innovative Instructional Methods: Exploring Learning-Centred Methods and Barriers to Change %V 2022 %N 5 December 2022 %8 January 1, 2013 %9 application/pdf %U http://hdl.handle.net/10012/7414


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

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