Abstract:

University teachers' readiness for the use of modern teaching approaches (MTAs) and ICT is largely determined both by internal (e.g. attitudes, subjective norms and behavioural intention towards the ICT-supported MTAs, perceived self-efficacy and knowledge) and external factors (e.g. learning environment, professional support and institutional policies). Following the importance of professional support, the Centre for Teaching Support of the University of Maribor (CTSUM), Slovenia, was established. The CTSUM addresses the modernization of higher education didactics through the prudent use of ICT, trains university teachers on MTAs and develops their ICT skills. Such professional support can be provided even more effectively if internal factors influencing the university teachers' use of MTAs and ICT are understood by being systematically examined. The aim of the present study is therefore twofold. Firstly, it presents an assessment of the university teachers' satisfaction with the services of the CTSUM. Secondly, it examines the relationship between university teachers' attitudes towards using MTAs and ICT given the level of professional support they received. Empirical data were collected using an online questionnaire administered over two months. The questionnaire included items about teachers' satisfaction with the services of the CTSUM, attitudes, subjective norms and behavioural intention towards the use of MTAs and ICT and perceived self-efficacy. The part of the questionnaire on university teachers' satisfaction with the CTSUM was completed by 107 participants, whereby the numerus for certain questions varied depending on the condition set (i.e. participant's familiarity with the services of the CTSUM). A smaller subsample of university teachers (N = 75) provided information on attitudes towards the use of MTAs and ICT and perceived self-efficacy. Results show high satisfaction of university teachers with the CTSUM’s services and with the professionalism of its employees. University teachers prefer to cooperate with the CTSUM through individual consultations and through tailor-made group workshops where they develop their ICT skills. There is a positive correlation between perceived self-efficacy and the behavioural intention to use ICT for participants who have already received help from the CTSUM. A positive correlation between subjective norms and the application of modern learning approaches is also confirmed, but only for blended learning. Besides blended learning, university teachers most often use problem-based learning and project-based learning, while gamification is used less often. Results also show differences in terms of perceived usefulness, perceived ease and attitudes towards the use of MTAs and ICT in favour of younger university teachers. Participants who are familiar with the work of the CTSUM will continue to benefit from its services as they report that they do not have sufficient knowledge to implement MTAs and ICT. University teachers also believe that the professional support from the CTSUM can help to increase the quality of teaching at the University of Maribor. Based on the findings that the more frequent use of MTAs and ICT can be influenced by a changed attitude towards their complexity, the CTSUM should continue to perform their activities related to group workshops and strive to upgrade teachers' ICT skills and knowledge on the use of MTAs in higher education.

Keywords:

Higher education, ICT, modern teaching approaches, attitudes, self-efficacy.