P-25 Perceived Faculty Barriers to the Use Active Learning Methods for Planning, Delivery, and Assessment of Learning

Presenter Status

School of Nursing

Second Presenter Status

School of Rehabilitation Sciences

Third Presenter Status

Center for Teaching and Learning

Fourth Presenter Status

School of Rehabilitation Sciences and Disorders

Fifth Presenter Status

School of Business

Sixth Presenter Status

School of Rehabilitation Sciences and Disorders

Seventh Presenter Status

School of Rehabilitation Sciences

Preferred Session

Poster Session

Location

Buller Hall Hallways

Start Date

21-10-2022 2:00 PM

End Date

21-10-2022 3:00 PM

Presentation Abstract

Higher education has grown the awareness of the importance of using active learning methods in the classroom. However, faculty find the consistent implementation of active learning methods challenging to maintain or fail to understand the methodologies in redesigning a course for active learning. Institutions and accrediting agencies encourage faculty to demonstrate various teaching methods that reach students' varied learning needs. Peer networks and in-house expertise must be included as strong components of sustainable programs.

Faculty receive limited or no formal training on how to teach. They are experts in their field. The literature supports the importance of pedagogical training, faculty collaboration, and hands-on professional development opportunities. Very few studies identify the faculty barriers and motivations for using active learning pedagogies in their classrooms. This study explores the faculty's perceived barriers and motivations to using active learning methods in planning, delivering, and assessing students' learning.

Our research questions are:

  1. What internal and external barriers do faculty identify for underutilizing active learning strategies?

  2. What are the relationships between internal and external barriers for underutilizing active learning strategies?

  3. What motivational factors do faculty perceive as important for utilizing active learning strategies?

  4. What are the relationships between the internal barriers and perceived motivational factors for active learning strategies?

  5. What are the relationships between the external barriers and perceived motivational factors for active learning strategies?

This cross-sectional quantitative study design uses a 23-question survey on perceived barriers to using active learning in the classroom. The target population is faculty members in higher educational facilities in the United States of America. An online survey company will target a convenience sample of at least 1,000 faculty members to complete the electronic survey. Data will be analyzed using descriptive statistics to categorize the identified barriers and motivations. We will correlate the barriers and motivations with the demographic data to observe significant relationships. All data analysis will be completed using SPSS data analysis software version 27.

Acknowledgments

We are thankful to the Office of Research and Creative Scholarship for funding this project.

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Oct 21st, 2:00 PM Oct 21st, 3:00 PM

P-25 Perceived Faculty Barriers to the Use Active Learning Methods for Planning, Delivery, and Assessment of Learning

Buller Hall Hallways

Higher education has grown the awareness of the importance of using active learning methods in the classroom. However, faculty find the consistent implementation of active learning methods challenging to maintain or fail to understand the methodologies in redesigning a course for active learning. Institutions and accrediting agencies encourage faculty to demonstrate various teaching methods that reach students' varied learning needs. Peer networks and in-house expertise must be included as strong components of sustainable programs.

Faculty receive limited or no formal training on how to teach. They are experts in their field. The literature supports the importance of pedagogical training, faculty collaboration, and hands-on professional development opportunities. Very few studies identify the faculty barriers and motivations for using active learning pedagogies in their classrooms. This study explores the faculty's perceived barriers and motivations to using active learning methods in planning, delivering, and assessing students' learning.

Our research questions are:

  1. What internal and external barriers do faculty identify for underutilizing active learning strategies?

  2. What are the relationships between internal and external barriers for underutilizing active learning strategies?

  3. What motivational factors do faculty perceive as important for utilizing active learning strategies?

  4. What are the relationships between the internal barriers and perceived motivational factors for active learning strategies?

  5. What are the relationships between the external barriers and perceived motivational factors for active learning strategies?

This cross-sectional quantitative study design uses a 23-question survey on perceived barriers to using active learning in the classroom. The target population is faculty members in higher educational facilities in the United States of America. An online survey company will target a convenience sample of at least 1,000 faculty members to complete the electronic survey. Data will be analyzed using descriptive statistics to categorize the identified barriers and motivations. We will correlate the barriers and motivations with the demographic data to observe significant relationships. All data analysis will be completed using SPSS data analysis software version 27.