July 26, 2021
July 26, 2021
July 19, 2022
NSF Grantees Poster Session
This paper provides an update on our research study about active learning in higher education science, technology, engineering, and mathematics (STEM) classrooms. We designed an instructional development workshop to motivate STEM instructors to use active learning and to adopt evidence-based strategies to reduce student resistance to active learning. Our study is a randomized control trial (RCT) to investigate the impact of this workshop intervention on STEM instructors’ attitudes and behavior. To measure this, we plan to survey both instructors and their students, before and after the workshop. To prepare for our RCT, we developed survey instruments, assessed pilot offerings of our workshop, and investigated student resistance to active learning in classes of workshop participants.
As a result of the COVID-19 pandemic, we delayed our RCT study and temporarily shifted our research to encompass active learning in online STEM classes. Our interim investigations begin to fill a research gap related to active learning in online classes. They comprise three research foci: (1) student resistance to online active learning, (2) barriers instructors experience in implementing online active learning, and (3) strategies instructors use to promote student engagement during online active learning. Here, we summarize our research progress, describe our ongoing research, and share our next steps.
Carroll, L. J., & Marlor, L. K., & Finelli, C. J., & Graham , M. C., & Andrews, M. E., & Husman, J., & Prince, M. J., & Borrego, M. J. (2021, July), Applying Research on Reducing Student Resistance to Active Learning Through Faculty Development: Project Update Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36693
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