A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers

Autor/inn/en	Miller, Cynthia J.; Metz, Michael J.
Titel	A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers
Quelle	In: Advances in Physiology Education, 38 (2014) 3, S.246-252 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00014.2014
Schlagwörter	Active Learning; College Faculty; College Students; Teacher Attitudes; Student Attitudes; Comparative Analysis; Barriers; Instructional Effectiveness; Physiology; Professional Education; Surveys; Kentucky + Suchen Sie Ihr Suchwort? Aktives Lernen; Fakultät; Collegestudent; Lehrerverhalten; Schülerverhalten; Unterrichtserfolg; Physiologie; Berufsausbildung; Survey; Umfrage; Befragung
Abstract	Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10