Exploring the long-term impact of three short instructional development programs on instructional models for university teachers
Exploring the long-term impact of three short instructional development programs on instructional models for university teachers

Summary/Abstract: In the last decades, the number of instructional development programs for university teachers are increasing across the world. Consequently, many research studies aim to indentify the impact of these programs on teaching effectiveness in higher education. Despite the number of studies, many research questions have not received yet conclusive responses. In this context, the present paper presents some evidence about the long-term effect of three short instructional development programs that have used instructional models as educational content (Gagné’s instructional model, Gagné’s Adapted instructional model and Engelmann’s Direct instructional model). After three years from the implementation of programs, a semi-structured interviews was conducted. Out of the 12 teachers involved in the programs, 9 expressed their willingness to respond. The results show that all the 9 teachers have used in their current teaching practice, in a adapted form, many of the aspects acquired during the programs. Also, the results highlighted that instructional models are perceived by the university teachers as tools with greater applicability for teaching in higher education. The results are discussed and some possible implication for the filed are presented.

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