Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms

Abstract

Significant numbers of studies declare the effectiveness of “active learning” and numerous universities develop programs to support the incorporation of active learning methods, yet despite various incentives, adoption is met with resistance. This work shares the results of a study of instructor perceptions about active learning at a large research university in the United States. Instructor motivation, perceptions of competence and autonomy (related to colleagues and administrators), experience in training programs, as well as actual practices were explored with regard to active learning. Drawing on self-determination theory, this exploratory study will help universities in developing strategies for increasing the adoption of evidence-based teaching practices. Our results suggest that the work climate related to colleagues, gender, and participation in a Faculty Learning Community influenced both the implementation and motivation to implement active learning in the classroom.

The impact of an active-learning designed faculty development program: A students’ perspective of an Italian university

“…Even though faculty of this study participated in a FDP, it cannot be assumed that they all engaged in AL with the same degree of depth, consistency, and assuredness. Research has identified a host of factors and perceived barriers to active learning, such as teaching competence, confidence, degree of comfort with learner-centered practices, and preoccupation with student evaluations (particularly for pre-tenured faculty), to mention a few (Karcher, et al 2022). Therefore, it is likely that students experienced a range of depth and quality of active learning methods in their courses of faculty that participated in FDP.…”

The Integration of Community Problem Analysis and Involvement in Teaching and Learning

“…Interest with a variety of processes and learning resources both inside and outside the classroom can bring knowledge and experiences to improve the quality of life of oneself, society, and the public (Ministry of Education 2018: [11][12][13][14]. Active learning is a process in which learners must take action (Bonwell & Jame, 1993; Holec & Marynowski, 2020; Karcher et al, 2022).…”