Change and Resistance of Change in the Framework of ‎University Teaching: From Conventional Lecturing to ‎Integrative Approach Based on Operational Definition

Abstract

This study aimed at developing an integrated teaching approach based on advanced learning outcomes forming an operational definition of that approach, compared with that which defines the traditional lecture approach. This approach was designed in light of the literature that deals with university teaching strategies as one of the domains of change, as well as the possible factors behind the resistance of change by students. This approach was applied in a course of 60 graduate students at Yarmouk University. By the end of the semester, they were asked to evaluate the course. Content analysis has been used to identify indicators that may motivate students to resist change, directly or indirectly. These indicators were classified according to Categories extracted from them. The findings support the change from traditional lecture to the developed one