Strategies to mitigate student resistance to active learning
Strategies to mitigate student resistance to active learning
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DOI：
10.1186/s40594-018-0102-y
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发表时间：
2018-03-12
影响因子：
6.7
通讯作者：
Waters, Cynthia
中科院分区：
文献类型：
--
作者：
Tharayil, Sneha;Borrego, Maura;Waters, Cynthia
背景：研究表明，主动学习促进学生学习，提高STEM本科生的保留率。然而，教师不愿意改变他们的教学方法有几个原因，包括担心学生抵制主动学习。本文解决了这个问题，建立在我们以前的工作表明，某些教师的策略可以积极影响学生的反应，主动学习。我们提出了一个分析的访谈数据，从17个工程教授在美国各地的方式，他们使用的策略，以减少学生的阻力，主动学习在本科engineering courses.Results：我们的数据显示，教师的策略，减少学生的阻力一般属于两大类型：解释和促进策略。解释策略包括：（a）解释目的，（B）解释课程期望，（c）解释活动期望。促进策略包括以下内容：（a）接近非参与者，（B）采取鼓励的态度，（c）对参与进行评分，（d）在房间里走动，（e）邀请提问，（f）制定一个常规，（g）设计参与活动，（h）使用渐进步骤。四个策略出现在我们的分析和以前未研究的背景下，学生resistance.Conclusions：本研究的结果有实际意义的教师希望实施主动学习。有多种策略可以减少学生对主动学习的阻力，并且有多种成功的方法来实施这些策略。重要的是，有效使用策略需要一定程度的有意课程规划。这些策略应被视为一个起点，教师寻求更好地将主动学习策略的使用到他们的本科工程课堂。
Background: Research has shown that active learning promotes student learning and increases retention rates of STEM undergraduates. Yet, instructors are reluctant to change their teaching approaches for several reasons, including a fear of student resistance to active learning. This paper addresses this issue by building on our prior work which demonstrates that certain instructor strategies can positively influence student responses to active learning. We present an analysis of interview data from 17 engineering professors across the USA about the ways they use strategies to reduce student resistance to active learning in their undergraduate engineering courses.Results: Our data reveal that instructor strategies for reducing student resistance generally fall within two broad types: explanation and facilitation strategies. Explanation strategies consist of the following: (a) explain the purpose, (b) explain course expectations, and (c) explain activity expectations. Facilitation strategies include the following: (a) approach non-participants, (b) assume an encouraging demeanor, (c) grade on participation, (d) walk around the room, (e) invite questions, (f) develop a routine, (g) design activities for participation, and (h) use incremental steps. Four of the strategies emerged from our analysis and were previously unstudied in the context of student resistance.Conclusions: The findings of this study have practical implications for instructors wishing to implement active learning. There is a variety of strategies to reduce student resistance to active learning, and there are multiple successful ways to implement the strategies. Importantly, effective use of strategies requires some degree of intentional course planning. These strategies should be considered as a starting point for instructors seeking to better incorporate the use of active learning strategies into their undergraduate engineering classrooms.