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  1. Abstract Background

    Active learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom context, and beliefs about learning. Although factors influencing uptake of active learning are known, no study to date has had the statistical power to empirically test the relative association of these factors with active learning when considered collectively. Prior studies have been limited to a single or small number of evaluated factors; in addition, such studies did not capture the nested nature of institutional contexts. We present the results of a multi-institution, large-scale (N = 2382 instructors;N = 1405 departments;N = 749 institutions) survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies, in introductory postsecondary chemistry, mathematics, and physics courses.

    Results

    Regression analyses, using multilevel modeling to account for the nested nature of the data, indicate several evaluated contextual factors, personal factors, and teacher thinking factors were significantly associated with percent of class time lecturing when controlling for other factors used in this study. Quantitative results corroborate prior research in indicating that large class sizes are associated with increased percent time lecturing. Other contextual factors (e.g., classroom setup for small group work) and personal contexts (e.g., participation in scholarship of teaching and learning activities) are associated with a decrease in percent time lecturing.

    Conclusions

    Given the malleable nature of the factors, we offer tangible implications for instructors and administrators to influence the adoption of more active learning strategies in introductory STEM courses.

     
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  2. Active learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technology, engineering, and mathematics (STEM) courses. Change agents and professional development programs have historically placed emphasis on develop–disseminate efforts for the adoption of research-based instructional strategies (RBIS). With numerous reported barriers and motivators for trying out and adopting active learning, it is unclear to what extent these factors are associated with adoption of RBIS and the effectiveness of change strategies. We present the results of a large-scale, survey-based study of introductory chemistry, mathematics, and physics instructors and their courses in the United States. Herein, we evaluate the association of 17 malleable factors with the tryout and adoption of RBIS. Multilevel logistic regression analyses suggest that several contextual, personal, and teacher thinking factors are associated with different stages of RBIS adoption. These results are also compared with analogous results evaluating the association of these factors with instructors’ time spent lecturing. We offer actionable implications for change agents to provide targeted professional development programming and for institutional leaders to influence the adoption of active learning pedagogies in introductory STEM courses. 
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  3. Bianchi, Cesario (Ed.)
    Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning. 
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