Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching

Abstract

Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains activities such as course planning and constitutes other activities, such as classroom instruction. This qualitative case study of faculty teaching in math and science disciplines at 3 research universities is based on interview and classroom observation data (n = 57 instructors) that are analyzed using causal network and social network analysis techniques. Results indicate that course syllabi are important organizational artifacts that are created by curriculum committees, inherited from previous instructors, and shaped by consideration of the sequential acquisition of knowledge. Faculty perceived that although course syllabi delimit the type and temporal sequencing of material for faculty, they are generally free to teach how they like. Observation data reveal discipline-specific configurations in frequently used teaching methods, cognitive engagements, and the use of instructional technology. These results also demonstrate that conceptualizing teaching solely as the use of particular methods (e.g., lecture) obscures subtle features of practice. Using the approach outlined in this article, instructional designers can obtain insights into meanings and practices that can be used to design and implement locally attuned reform initiatives.

Mixing and Matching Learning Design and Learning Analytics

“…Within the last three years in LA, SNA has been shown to be an effective tool to explore the relationships of learners in online discussion forum [29], as well as in face-to-face interactions, tracked for instance in eye tracking movements [32]. However, none has looked at the LD from a social network perspective, identifying connections between learning activities using 'big data'.…”

“…However, none has looked at the LD from a social network perspective, identifying connections between learning activities using 'big data'. Hora, Ferrare [29] suggested that teaching practice should be best viewed as situated in and distributed among features of particular settings. According to the systems-of-practice theory by Halverson [33], local practices are informed, constrained, and constituted by the dynamic interplay of artifact and tasks.…”

“…The results suggested that it is imperative for LA to taking into account instructional conditions across disciplines and courses to avoid over-estimation or underestimation of the effect of LMS behavior on academic success. From our observation, most of the empirical studies attempting to connect LA and LD are derived from students activities [10], or differences in discipline [8], rather than how teachers actually design their course [29].…”

“…In these studies [9,18], aggregate learning design data across the 40 weeks of each module were used, while in many instances teachers use different combinations of learning activities throughout the module [29]. To address this, in our recent study [20], we have dynamically investigated longitudinal learning design of 38 modules over 30 weeks and found that learning design could explain up to 60% of the students' time spent on VLE.…”

Improving a Flipped Electromechanical Energy Conversion Course

“…Behavioral observation of the non-lab portion of the course was conducted as a course evaluation measure in 2014 and 2015 using the TDOP -or Teaching Dimensions Observation Protocol 26 . Using the TDOP, the total class period was divided into a series of five-minute segments.…”