A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers
A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers
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DOI：
10.1152/advan.00014.2014
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发表时间：
2014-09-01
影响因子：
2.1
通讯作者：
Metz, Michael J.
中科院分区：
文献类型：
--
作者：
Miller, Cynthia J.;Metz, Michael J.
主动学习是一种教学方法，学生通过课堂上的书面练习、游戏、问题集、听众反应系统、辩论、课堂讨论等方式参与课堂教学。尽管有证据支持主动学习策略的有效性，但在许多专业课程中，这种技术的采用率很低。这项研究的目的是比较在课堂上接触主动学习的学生(n=116)和专业水平的生理学教员(n=9)对主动学习的看法。教职员工报告说，他们严重依赖讲座，很少使用教育游戏和活动，而学生则表示，他们通过这些活动学到了最多的东西。大多数教职员工(89%)在课堂上观察到了主动学习，并预测这种方法对学生的表现和动机有积极的影响。据报道，教职员工采用主动学习的主要障碍是缺乏必要的上课时间，对传统课程的舒适度很高，以及没有足够的时间开发材料。学生们对教职员工提出了类似的障碍，但也将许多负面品质与传统讲师联系在一起。尽管存在这些障碍，大多数教职员工(78%)仍有兴趣了解更多关于替代教学策略的知识。教职员工和学生都表示，主动学习应该占据一部分(29%对40%)的面对面课堂时间。
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.