WIP: Faculty Adoption of Active Learning in Online Environments: An Application of the Concerns-Based Adoption Model
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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10
- DOI
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10.18260/1-2--41029
- Permanent URL
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https://peer.asee.org/41029
- Download Count
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308
Paper Authors
Xiaping Li University of Michigan
Xiaping Li is a Ph.D. student in Engineering Education Research at the University of Michigan. Prior to her doctoral study, Xiaping worked at the Center for the Enhancement of Teaching & Learning at the University of Hong Kong. Xiaping's research interests are focused on faculty development and change, inclusive teaching, and the application of technology to teaching and learning. She has a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.
Lea Marlor University of Michigan
Ph.D. Candidate in the Department of Engineering Education Research at the University of Michigan.
Laura Carroll University of Michigan
Laura Carroll is a PhD candidate in Engineering Education Research at the University of Michigan. Laura's research interests are focused on academic success of students with ADHD, faculty development and change, and instructional barriers to implementing active learning.
Cynthia Finelli University of Michigan
Dr. Cynthia Finelli is Professor of Electrical Engineering & Computer Science, Professor of Education, and Director of Engineering Education Research at University of Michigan. In her research she focuses on increasing faculty adoption of evidence-based instruction, promoting students' sociotechnical skills and abilities, and supporting the success of neurodiverse engineering students and faculty. Dr. Finelli is a Fellow of the American Society of Engineering Education (ASEE) and the Institute for Electrical and Electronics Engineers (IEEE), co-chair for the ASEE Committee on Scholarly Publications, and member of the Governing Board of the Research in Engineering Education Network. She is currently associate editor of the European Journal of Engineering, and she has previously served as deputy editor for the Journal of Engineering Education, associate editor for the IEEE Transactions on Engineering, and member of the Steering Committee for the IEEE/ASEE Frontiers in Education Conference. She founded the Center for Research on Learning and Teaching in Engineering at University of Michigan in 2003 and served as its Director for 12 years. Dr. Finelli earned the B.S.E., M.S.E., and Ph.D. degrees in Electrical Engineering from University of Michigan.
Abstract
This work in progress describes a proposal for applying the Concerns-Based Adoption Model to understand how STEM instructors implemented active learning in online environments in terms of their behaviors.
WIP: Faculty Adoption of Active Learning in Online Environments: An Application of the Concerns-Based Adoption Model
Abstract In the last two years, faculty who used active learning faced many challenges in adopting their preferred techniques and materials to the online context with very limited preparation. This study explores instructor experiences and strategies to implement active learning in their online classes by applying the Concerns-Based Adoption Model (CBAM) which has helped researchers understand and monitor developmental processes for individual instructors adopting changes in educational institutions. Thirty-two STEM instructors participated in eight focus-group interviews about barriers to their implementation of active learning in an online context. Through a two-cycle coding analysis based on “Levels of Use”, a diagnostic dimension of the CBAM framework, we demonstrate that most of the instructors were struggling with the initial steps of logistical implementation and acquisition of new skills. We further determined three types of logistic issues: 1) having issues beyond instructors’ control in online environments, 2) struggling with classroom management and organization, and 3) lacking necessary technical skills. In addition, we identified instructors’ advanced skills related to implementing active learning in online classes. This research provides a deeper understanding of STEM instructors’ experiences with respect to adopting active learning in online environments. Our results imply that STEM instructors should be flexible and creative, meanwhile, institutions need to provide on-demand support that is tailored to the Level of Use instructors have mastered when it comes to pedagogical knowledge of online delivery.
The preferred presentation style: Lightning Talk
Li, X., & Marlor, L., & Carroll, L., & Finelli, C. (2022, August), WIP: Faculty Adoption of Active Learning in Online Environments: An Application of the Concerns-Based Adoption Model Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41029
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