ERIC Number: EJ1189203
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Organizational Routines and Teaching Innovations: A Case Study
Tate, Mary; Campbell-Meier, Jennifer; Sudfelt, Rory
Teaching in Higher Education, v23 n7 p885-901 2018
Adopting new teaching practices, like the 'flipped classroom', disrupts organizational routines within the university. This paper examines flipped classroom implementation from the perspective of four stakeholder groups students, instructors, administrators, and managers), using an organizational routines lens. Disrupting established routines created risk, decreases coordination and shared understanding, and increases time and cognitive load for stakeholders. We conclude that seemingly minor innovations in teaching delivery can have major and disruptive implications for the wider institution.
Descriptors: Case Studies, Instructional Innovation, Blended Learning, Teaching Methods, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Cognitive Ability, Higher Education, Educational Change, Educational Practices, Management Systems, Online Systems, Foreign Countries, Risk, Student Recruitment, Organizational Change, College Faculty, Faculty Workload, College Students, Delivery Systems, Educational Trends, Futures (of Society)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A