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Australasian Journal of Engineering Education
written by Madison Andrews, Matthew Graham, Michael J. Prince, Maura Borrego, Cynthia J. Finelli, and Jennifer Husman
Adopting evidence-based teaching practices, such as active learning, has proven to increase student learning, engagement, and interest in STEM and subsequently, the number and diversity of STEM graduates. Despite these compelling findings, the translation of educational research to classrooms has been slow, in part due to instructors' concerns about student resistance. To better understand STEM instructors' and students' attitudes and behaviours regarding active learning, we administered surveys to instructors and their students and conducted classroom observations. The instructor survey measured their attitudes towards & use of active learning, strategies used to reduce student resistance, and perceptions of student behaviour. The corresponding student survey asked students to evaluate their instructors' teaching practices, as well as students' own attitudes and behaviours during class that day. Classroom observations supplemented these metrics. Analyses of matched survey datasets (n = 27, n = 758) and observations (n = 13) reveal a disconnect between instructor perceptions of their students' responses to active learning and students' self-reported attitudes and behaviours, where instructors overestimate student resistance. In contrast, students report they see value in the activities, enjoy them, and even plan to highly evaluate the course and instructor. Overall, these results suggest that instructors' fears about adopting these teaching practices are largely erroneous.
Australasian Journal of Engineering Education: Volume 25, Issue 2, Pages 142-154
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Learning Environment
Education - Basic Research
- Assessment
= Self Assessment
- Research Design & Methodology
= Data
- Student Characteristics
= Affect
- Teacher Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
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- Administrators
- Researchers
- Educators
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© 2020 Informa UK, Ltd.
DOI:
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NSF Numbers:
DUE-1821092
DUE-1821036
DUE-1821488
and
DUE-1821277
Record Creator:
Metadata instance created June 29, 2022 by Lauren Bauman
Record Updated:
July 8, 2022 by Caroline Hall
Last Update
when Cataloged:
December 18, 2020
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AIP Format
M. Andrews, M. Graham, M. Prince, M. Borrego, C. Finelli, and J. Husman, , Australas. J. Eng. Educ. 25 (2), 142 (2020), WWW Document, (https://doi.org/10.1080/22054952.2020.1861771).
AJP/PRST-PER
M. Andrews, M. Graham, M. Prince, M. Borrego, C. Finelli, and J. Husman, Student resistance to active learning: do instructors (mostly) get it wrong?, Australas. J. Eng. Educ. 25 (2), 142 (2020), <https://doi.org/10.1080/22054952.2020.1861771>.
APA Format
Andrews, M., Graham, M., Prince, M., Borrego, M., Finelli, C., & Husman, J. (2020, December 18). Student resistance to active learning: do instructors (mostly) get it wrong?. Australas. J. Eng. Educ., 25(2), 142-154. Retrieved September 25, 2022, from https://doi.org/10.1080/22054952.2020.1861771
Chicago Format
Andrews, M, M. Graham, M. Prince, M. Borrego, C. Finelli, and J. Husman. "Student resistance to active learning: do instructors (mostly) get it wrong?." Australas. J. Eng. Educ. 25, no. 2, (December 18, 2020): 142-154, https://doi.org/10.1080/22054952.2020.1861771 (accessed 25 September 2022).
MLA Format
Andrews, Madison, Matthew Graham, Michael J. Prince, Maura Borrego, Cynthia J. Finelli, and Jennifer Husman. "Student resistance to active learning: do instructors (mostly) get it wrong?." Australas. J. Eng. Educ. 25.2 (2020): 142-154. 25 Sep. 2022 <https://doi.org/10.1080/22054952.2020.1861771>.
BibTeX Export Format
@article{ Author = "Madison Andrews and Matthew Graham and Michael J. Prince and Maura Borrego and Cynthia J. Finelli and Jennifer Husman", Title = {Student resistance to active learning: do instructors (mostly) get it wrong?}, Journal = {Australas. J. Eng. Educ.}, Volume = {25}, Number = {2}, Pages = {142-154}, Month = {December}, Year = {2020} }
Refer Export Format

%A Madison Andrews %A Matthew Graham %A Michael J. Prince %A Maura Borrego %A Cynthia J. Finelli %A Jennifer Husman %T Student resistance to active learning: do instructors (mostly) get it wrong? %J Australas. J. Eng. Educ. %V 25 %N 2 %D December 18, 2020 %P 142-154 %U https://doi.org/10.1080/22054952.2020.1861771 %O application/pdf

EndNote Export Format

%0 Journal Article %A Andrews, Madison %A Graham, Matthew %A Prince, Michael J. %A Borrego, Maura %A Finelli, Cynthia J. %A Husman, Jennifer %D December 18, 2020 %T Student resistance to active learning: do instructors (mostly) get it wrong? %J Australas. J. Eng. Educ. %V 25 %N 2 %P 142-154 %8 December 18, 2020 %U https://doi.org/10.1080/22054952.2020.1861771


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