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written by Lea K. Marlor, Cynthia J. Finelli, and Laura J. Carroll
This work-in-progress paper seeks to identify the barriers faculty face when using active learning in an online setting. Much research has been conducted in the past that focuses on the barriers that faculty face when trying to implement active learning in their STEM classrooms, but little has been done to address if similar barriers exist in online instruction. Past research has found that faculty barriers to using active learning in a face-to-face setting could be broken into seven main categories: infrastructure/culture, lack of knowledge or skills in effective teaching practices, fear of student resistance, time/effort, classroom and curriculum, teacher disposition, and community. With the sudden shift in classroom instruction to online settings, this paper seeks to answer what barriers exist for faculty using active learning in an online setting using this previously established framework for face-to-face instruction. 32 instructors from across the Midwest participated in online focus groups that sought to identify these barriers. The instructors were broken into four categories, based on the type of schools in which they were teaching (doctoral granting, masters granting, bachelors granting, and associates colleges), with recruitment aimed at equal participation from each category. We found that many of the same barriers exist in the online classroom setting that were found in the previous literature focused on face-to-face instruction. This includes infrastructure, lack of knowledge on the use of active learning in an online setting, student resistance (e.g. students refusing to unmute themselves), time/effort for the instructor, and curriculum. In addition, current online technologies do not allow teachers to easily "read the room".
This paper is part of the 2021 ASEE Virtual Annual Conference Proceedings.
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Learning Environment
- Pedagogy
= Instructional Issues
- Technology
= Distance Education
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Proceedings
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Administrators
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application/pdf
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Free access
Restriction:
© 2021 American Society for Engineering Education (ASEE)
Article may be excerpted or quoted with attribution, citation, and copyright acknowledgement.
Keywords:
online course, online learning, reformed education, student buy-in, student motivation, student resistance
Record Creator:
Metadata instance created July 7, 2022 by Lauren Bauman
Record Updated:
August 16, 2022 by Caroline Hall
Last Update
when Cataloged:
January 1, 2021
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Record Link
AIP Format
L. Marlor, C. Finelli, and L. Carroll, (2021), WWW Document, (https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting).
AJP/PRST-PER
L. Marlor, C. Finelli, and L. Carroll, Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting (2021), <https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting>.
APA Format
Marlor, L., Finelli, C., & Carroll, L. (2021, January 1). Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting. Retrieved October 1, 2022, from https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting
Chicago Format
Marlor, L, C. Finelli, and L. Carroll. Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting. January 1, 2021. https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting (accessed 1 October 2022).
MLA Format
Marlor, Lea K., Cynthia J. Finelli, and Laura J. Carroll. Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting. 2021. 1 Jan. 2021. 1 Oct. 2022 <https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting>.
BibTeX Export Format
@misc{ Author = "Lea K. Marlor and Cynthia J. Finelli and Laura J. Carroll", Title = {Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting}, Volume = {2022}, Number = {1 October 2022}, Month = {January 1, 2021}, Year = {2021} }
Refer Export Format

%A Lea K. Marlor %A Cynthia J. Finelli %A Laura J. Carroll %T Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting %D January 1, 2021 %U https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting %O application/pdf

EndNote Export Format

%0 Electronic Source %A Marlor, Lea K. %A Finelli, Cynthia J. %A Carroll, Laura J. %D January 1, 2021 %T Work in Progress: Barriers Instructors Encounter when Using Active Learning in an Online Classroom Setting %V 2022 %N 1 October 2022 %8 January 1, 2021 %9 application/pdf %U https://peer.asee.org/work-in-progress-barriers-instructors-encounter-when-using-active-learning-in-an-online-classroom-setting


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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