Fostering and assessing dispositions: A mixed methods study of face-to-face and asynchronous courses in educator preparation programs

Abstract

Accreditation standards require education preparation programs to foster knowledge, skills, and dispositions (attitudes, values, and beliefs that can influence behaviors, actions, and discourse). Several studies have established a link between educator dispositions and effective educator practice as well as student outcomes (Combs & Snygg, 1959; Combs et al., 1969; Leithwood, 1990; Wasicsko, 1977b), making dispositions an important construct. Data about authentic dispositions can be gleaned from a variety of sources, including nonverbal communication, impromptu discussions, and teacher immediacy behaviors (actions which build psychological closeness to students). While those forms of data can be useful when teaching in a face-to-face setting, they are limited or absent in asynchronous online learning, which might make fostering and assessing dispositions more difficult when teaching asynchronously. Given the recent increase in enrollment in fully online asynchronous courses, and the lack of research on fostering and assessing students’ dispositions when teaching asynchronous online courses, this study sought to understand the similarities and differences between fostering and assessing dispositions of students enrolled in face-to-face courses and of students enrolled in asynchronous online courses in educator preparation programs.¶Fifty-nine participants who teach in educator preparation programs completed anonymous quantitative surveys and a nested sample of 6 respondents participated in qualitative interviews. SPSS was used to analyze quantitative data and NVivo was used to code qualitative data. This study used a pragmatic and yin yang approach to understand and integrate the research findings. Theories of learning, adult change and cognitive development shaped the study questions. Key findings indicate that on average faculty attribute significant importance to fostering and assessing dispositions. Overall, study participants reported that it is more difficult to foster and assess dispositions when teaching asynchronously than in face-to-face courses and they are less effective at fostering and assessing dispositions when teaching asynchronously than in face-to-face courses. The study also found a strong link between faculty age and the level of efficacy and difficulty associated with fostering and assessing dispositions. Faculty who are older perceived they were more effective at fostering and assessing dispositions in face-to-face courses and asynchronous online courses than younger faculty. Likewise, they found it less difficult to assess dispositions when teaching asynchronously. Several interviewees explained methods to foster and assess dispositions that can be transferred to online learning. Focused and well-designed professional development may help faculty to more efficiently and effectively foster and assess dispositions when teaching asynchronous online courses.