Background: Research has shown that active learning promotes student learning and increases retention rates of STEM undergraduates. Yet, instructors are reluctant to change their teaching approaches for several reasons, including a fear of student resistance to active learning. This paper addresses this issue by building on our prior work which demonstrates that certain instructor strategies can positively influence student responses to active learning. We present an analysis of interview data from 17 engineering professors across the USA about the ways they use strategies to reduce student resistance to active learning in their undergraduate engineering courses. Results: Our data reveal that instructor strategies for reducing student resistance generally fall within two broad types: explanation and facilitation strategies. Explanation strategies consist of the following: (a) explain the purpose, (b) explain course expectations, and (c) explain activity expectations. Facilitation strategies include the following: (a) approach non-participants, (b) assume an encouraging demeanor, (c) grade on participation, (d) walk around the room, (e) invite questions, (f) develop a routine, (g) design activities for participation, and (h) use incremental steps. Four of the strategies emerged from our analysis and were previously unstudied in the context of student resistance. Conclusions: The findings of this study have practical implications for instructors wishing to implement active learning. There is a variety of strategies to reduce student resistance to active learning, and there are multiple successful ways to implement the strategies. Importantly, effective use of strategies requires some degree of intentional course planning. These strategies should be considered as a starting point for instructors seeking to better incorporate the use of active learning strategies into their undergraduate engineering classrooms.
Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion To increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.
In this study, we expand upon the biogeography of biological soil crusts (BSCs) and provide molecular insights into the microbial community and biochemical dynamics along the vertical BSC column structure, and across a transect of increasing BSC surface coverage in the central Mojave Desert, CA, United States. Next generation sequencing reveals a bacterial community profile that is distinct among BSCs in the southwestern United States. Distribution of major phyla in the BSC topsoils included Cyanobacteria (33 ± 8%), Proteobacteria (26 ± 6%), and Chloroflexi (12 ± 4%), with Phormidium being the numerically dominant genus. Furthermore, BSC subsurfaces contained Proteobacteria (23 ± 5%), Actinobacteria (20 ± 5%), and Chloroflexi (18 ± 3%), with an unidentified genus from Chloroflexi (AKIW781, order) being numerically dominant. Across the transect, changes in distribution at the phylum (p < 0.0439) and genus (p < 0.006) levels, including multiple biochemical and geochemical trends (p < 0.05), positively correlated with increasing BSC surface coverage. This included increases in (a) Chloroflexi abundance, (b) abundance and diversity of Cyanobacteria, (b) OTU-level diversity in the topsoil, (c) OTU-level differentiation between the topsoil and subsurface, (d) intracellular ATP abundances and catalase activities, and (e) enrichments in clay, silt, and varying elements, including S, Mn, Co, As, and Pb, in the BSC topsoils. In sum, these studies suggest that BSCs from regions of differing surface coverage represent early successional stages, which exhibit increasing bacterial diversity, metabolic activities, and capacity to restructure the soil. Further, these trends suggest that BSC successional maturation and colonization across the transect are inhibited by metals/metalloids such as B, Ca, Ti, Mn, Co, Ni, Mo, and Pb.
This full "research" paper presents an overview of results of a systematic literature review of students' affective responses to active learning in undergraduate STEM courses. We considered 2,364 abstracts of conference papers and journal articles published since 1990, and 412 studies met our inclusion criteria. The studies span the STEM disciplines and report various types of active learning. Their research designs include primarily quantitative methods (especially instructor-designed surveys and course evaluations), and they find that students' affective responses are overwhelmingly positive. Few studies excelled on our quality score metric, and there few statistically significant differences by discipline (but biology studies and chemistry studies scored significantly higher in quality than electrical engineering studies). We include several possible directions for future work.
is a Ph.D candidate in the Science, Technology, Engineering, and Mathematics (STEM) Education program at University of Texas at Austin. He has worked on NSF grant projects related to students' resistance to active learning and how funding impacts STEM graduate students. His own dissertation work examines learning, marginality, and environmental citizen scientists. He has a B.S. and M.Eng in Environmental Engineering both from Texas Tech University.
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