A Capability Maturity Model for Assessment of Active Learning in Higher Education

Autor/inn/en	Garbin, Fernanda Gobbi de Boer; ten Caten, Carla Schwengber; de Jesus Pacheco, Diego Augusto
Titel	A Capability Maturity Model for Assessment of Active Learning in Higher Education
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 1, S.295-316 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Jesus Pacheco, Diego Augusto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-08-2020-0263
Schlagwörter	Evaluation Methods; STEM Education; College Faculty; Models; College Instruction; Active Learning; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? STEM; Fakultät; Analogiemodell; Hochschullehre; Aktives Lernen; Ausland; Brasilien
Abstract	Purpose: Although active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs). Design/methodology/approach: The CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed. Findings: The findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices. Practical implications: The primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy. Originality/value: The model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01