The Perspectives of Teaching Staff on Institutional Change Management in the Implementation of Online Learning

This study took place at a Higher Education institution in the UAE during a time of pedagogical change from face-to-face teaching to fully online instruction. Over a period of two years, the practices and cognitions of four teachers were studied through a qualitative case study methodology using interviews and classroom observations. Theoretically, the study draws on teacher cognition research as well as two influential models relevant to technology use in education: TPACK (Technological Pedagogical Content Knowledge) and UTAUT (Unified Theory of Acceptance and Use of Technology). These frameworks provide a conceptual scaffold for comprehending the complex and dynamic relationships involved technology-driven pedagogical change. The findings of this study indicate that teachers’ cognitions, institutional processes, and student factors play key roles in the effective implementation of pedagogical change. Throughout the case study, emphasis is placed on the importance of considering educators' cognitive processes during the implementation of pedagogical innovations. Teachers’ attitudes, beliefs, experiences, and perspectives inform their instructional choices and acceptance of policy. Challenges identified by the participants during the change process included institutional preparedness, student responsiveness, and the need for further professional development. Effective teacher facilitation was found to be key to the successful implementation of online teaching, in addition to the need for specifically designed learning materials. Institutional change management is also an important influence on the successful implementation of innovative pedagogical approaches. This study acknowledges that educational change requires more than a policy directive and the incorporation of novel technological tools; it entails a consideration of the nuanced interplay of cognition, context, and communication. These findings contribute to the broader dialogue on teacher cognition during periods of educational change, especially that which is technology-mediated, and highlight the significance of teacher agency, contextual appropriateness, and institutional preparedness.