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Explanation and Facilitation Strategies Reduce Student Resistance to Active Learning

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Bibliographic Details
Title: Explanation and Facilitation Strategies Reduce Student Resistance to Active Learning
Language: English
Authors: Andrews, Madison (ORCID 0000-0002-9653-9785), Prince, Michael, Finelli, Cynthia (ORCID 0000-0001-9148-1492), Graham, Matthew (ORCID 0000-0002-0235-5126), Borrego, Maura (ORCID 0000-0001-7131-4611), Husman, Jenefer (ORCID 0000-0002-6454-6817)
Source: College Teaching. 2022 70(4):530-540.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: DUE1821092
DUE1821036
DUE1821488
DUE1821277
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Resistance (Psychology), Teaching Methods, Active Learning, STEM Education, Affective Behavior, Student Behavior, Undergraduate Students, Community College Students
Geographic Terms: Texas (Austin), Oregon
DOI: 10.1080/87567555.2021.1987183
ISSN: 8756-7555
1930-8299
Abstract: Active learning increases student learning, engagement, and interest in STEM and subsequently, the number and diversity of graduates. Yet, its adoption has been slow, partially due to instructors' concerns about student resistance. Consequently, researchers proposed explanation and facilitation instructional strategies designed to reduce this resistance. Using surveys from 2-year and 4-year institutions including minority-serving institutions, we investigate the relationship between students' affective and behavioral responses to active learning, instructors' use of strategies, and active learning type. Analyses revealed low levels of student resistance and significant relationships between both explanation and facilitation strategy use and positive student responses.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370252
Database: ERIC
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Abstract:Active learning increases student learning, engagement, and interest in STEM and subsequently, the number and diversity of graduates. Yet, its adoption has been slow, partially due to instructors' concerns about student resistance. Consequently, researchers proposed explanation and facilitation instructional strategies designed to reduce this resistance. Using surveys from 2-year and 4-year institutions including minority-serving institutions, we investigate the relationship between students' affective and behavioral responses to active learning, instructors' use of strategies, and active learning type. Analyses revealed low levels of student resistance and significant relationships between both explanation and facilitation strategy use and positive student responses.
ISSN:8756-7555
1930-8299
DOI:10.1080/87567555.2021.1987183