ERIC Number: EJ1037681
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers
Miller, Cynthia J.; Metz, Michael J.
Advances in Physiology Education, v38 n3 p246-252 Sep 2014
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.
Descriptors: Active Learning, College Faculty, College Students, Teacher Attitudes, Student Attitudes, Comparative Analysis, Barriers, Instructional Effectiveness, Physiology, Professional Education, Surveys
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: firstname.lastname@example.org; Web site: http://advan.physiology.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Kentucky