Abstract Book of the 8th International Conference on Advanced Research in Education
Year: 2025
DOI:
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University Instructor Differences in Professional Development in Teaching & Learning Needs
Seo Hong Lim, Lyndon Lim
ABSTRACT:
As the complexity of academic work continues to evolve, university instructors face an array of challenges related to pedagogical methods, a diversified workforce, and an increased emphasis on lifelong learning. To enhance support for university instructors in teaching and learning, a learning needs analysis (LNA) is essential for identifying skill gaps upon which professional development in teaching and learning (PDTL) can better meet the specific needs of instructors. Regular implementations of an LNA provide opportunities for PDTL reviews, developments and insights in areas where instructors might need strengthening. To identify instructors’ PDTL needs, a novel instrument, the Professional Development in Teaching and Learning Recommender (PDTLR) was designed as part of this study. The PDTLR contains 28 items across four categories: (1) Instructional approaches; (2) Digital learning; (3) Assessment; and (4) Delivery modes and Communication. Instructors (n=245) from different disciplines with varying years of teaching experiences participated in this study. Analyses of variances, and t-test were conducted to identify differences on the basis of years of teaching experience. Preliminary results indicated significant differences between novice and expert instructors in the areas of instructional approaches, digital learning, and delivery modes and communication, suggesting that PDTL should be tailored accordingly. Findings of this study are expected to potentially inform faculty development functions within higher education institutions.
keywords: Continuous Professional Development; Higher Education; Instrument; Learning Needs Analysis; Novice and Expert