Collaborative Research: Reducing Student Resistance to Active Learning: Applying Research Results to Faculty Development

协作研究：减少学生对主动学习的抵制：将研究成果应用于教师发展

• 批准号: 1821277
• 负责人: Jenefer Husman
• 金额: $ 53.75万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821277&HistoricalAwards=false
• 关键词: Collaborative; Research; Reducing; Student; Resistance

This collaborative project involved investigators at the University of Michigan (Award DUE-1821488), Bucknell University (Award DUE-1821036), the University of Texas at Austin (Award DUE-1821092), and the University of Oregon (Award DUE-1821277). Replacing lectures with "active learning" in college and university STEM classrooms is a proven means of increasing students' understanding of concepts and their persistence in STEM studies. Yet it remains a challenge to spread active learning approaches widely because both faculty members and students tend to resist change in their habits of teaching and learning. This project focuses on student resistance as a barrier to the adoption of evidence-based teaching practices such as active learning. Student resistance is one of the most actionable and least studied barriers to STEM instructional change. The investigators' prior research, which focused primarily on engineering education, identified strategies that instructors can use to reduce student resistance to active learning. In this project, they will design and test a workshop to educate instructors in different STEM disciplines about using strategies to reduce student resistance. They will conduct research studies to examine how student resistance influences instructors' plans to use active learning in future classes, and to test whether their previous findings apply to other institutions and student populations.Through this effort, at least 90 STEM instructors, representing a broad set of two-year and four-year institutions with diverse student populations, will be equipped to use evidence-based strategies to reduce student resistance to active learning. The changes in their attitudes and practices will be studied to understand the effect of this professional development on student resistance and on the sustained adoption of active learning. The investigators' primary research questions are: (1) To what degree does the carefully designed faculty development workshop promote the use of explanation and facilitation strategies to reduce resistance? (2) To what extent does instructor motivation (i.e., self-efficacy and value) for adopting active learning moderate the effect of the workshop on instructors' behavior? To what extent do other course-level and institution-level variables moderate the effect of the workshop on instructors' behavior? (3) What is the effect of instructors' use of strategies to reduce student resistance on student affective response and on student resistance to active learning? To what extent does student resistance vary with the individual instructor's experience using active learning? (4) Does student affective response mediate the effect of instructor use of strategies on resistance? (5) To what extent does student resistance to active learning influence instructors' plans to continue using active learning in future course offerings? The investigators intend to disseminate the materials and results from this project via publications in scientific and science education journals, and presentations at science education and professional development conferences that reach a large number of STEM faculty members.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该合作项目涉及密歇根大学（Award DUE-1821488）、巴克内尔大学（Award DUE-1821036）、德克萨斯大学奥斯汀分校（Award DUE-1821092）和俄勒冈州大学（Award DUE-1821277）的研究人员。在学院和大学STEM课堂上用“主动学习”取代讲座是一种行之有效的方法，可以提高学生对概念的理解和对STEM研究的坚持。然而，广泛推广主动学习方法仍然是一个挑战，因为教师和学生都倾向于抵制改变他们的教学和学习习惯。该项目的重点是学生的阻力，作为采用基于证据的教学实践，如主动学习的障碍。学生的抵制是STEM教学改革中最具可操作性和研究最少的障碍之一。调查人员先前的研究主要集中在工程教育上，确定了教师可以用来减少学生对主动学习的抵制的策略。在这个项目中，他们将设计和测试一个研讨会，以教育不同STEM学科的教师使用策略来减少学生的阻力。 他们将开展研究，以检查学生的抵制如何影响教师在未来课程中使用主动学习的计划，并测试他们以前的研究结果是否适用于其他机构和学生群体。通过这项努力，至少90名STEM教师，代表了一系列广泛的两年制和四年制机构，具有不同的学生群体，将配备使用循证策略，以减少学生对主动学习的阻力。 他们的态度和做法的变化将进行研究，以了解这种专业发展对学生的阻力和持续采用主动学习的影响。研究者的主要研究问题是：（1）精心设计的教师发展工作坊在多大程度上促进了解释和促进策略的使用，以减少阻力？(2)教师的动机在多大程度上（即，自我效能感与价值观）是否会调节工作坊对教师行为的影响？在何种程度上，其他课程层面和机构层面的变量调节研讨会对教师行为的影响？(3)教师使用策略来减少学生的抗拒，对学生的情绪反应和学生对主动学习的抗拒有何影响？在何种程度上，学生的抵抗力会随着个别教师使用主动学习的经验而变化？(4)学生的情感反应是否会中介教师使用策略对学生抵抗力的影响？(5)学生对主动学习的抵制在多大程度上影响了教师在未来课程中继续使用主动学习的计划？ 研究人员打算通过在科学和科学教育期刊上发表文章，以及在科学教育和专业发展会议上发表演讲来传播该项目的材料和结果，这些演讲可以接触到大量的STEM教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes

学生归属感、自我效能感和对科学、数学和工程课程主动学习的反应之间的关系

• DOI: 10.1080/09500693.2023.2196643
• 发表时间: 2023
• 期刊: International Journal of Science Education
• 影响因子: 2.3
• 作者: Graham, Matthew C.;Jacobson, Katie;Husman, Jenefer;Prince, Michael;Finelli, Cynthia;Andrews, Madison E.;Borrego, Maura
• 通讯作者: Borrego, Maura

What if engineering students had a bill of rights? A thought experiment

如果工程专业的学生有权利法案怎么办？

• DOI: 10.1002/jee.20577
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Lee, Walter C.

Student resistance to active learning: do instructors (mostly) get it wrong?

学生对主动学习的抵制：教师（大多数）是否理解错了？

• DOI: 10.1080/22054952.2020.1861771
• 发表时间: 2020
• 期刊: Australasian Journal of Engineering Education
• 作者: Andrews, Madison E.;Graham, Matthew;Prince, Michael;Borrego, Maura;Finelli, Cynthia J.;Husman, Jenefer
• 通讯作者: Husman, Jenefer

Applying research on reducing student resistance to active learning through faculty development: Project update

应用研究通过教师发展减少学生对主动学习的抵制：项目更新

• 发表时间: 2021
• 期刊: ASEE Annual Conference and Exposition
• 作者: Carroll, L. J.;Marlor, L. K.;Finelli, C. J.;Graham, M. C.;Andrews, M. E.;Prince, M. J.;& Borrego, M.
• 通讯作者: & Borrego, M.

Faculty Use of Active Learning in Community Colleges

社区学院教师对主动学习的使用

• 发表时间: 2023
• 期刊: Proceedings 2023 ASEE Annual Conference & Exposition
• 作者: Chasen, A.*