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Student Buy-In to Active Learning in a College Science Course
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) proce...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132373/ https://www.ncbi.nlm.nih.gov/pubmed/27909026 http://dx.doi.org/10.1187/cbe.16-07-0212 |
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author | Cavanagh, Andrew J. Aragón, Oriana R. Chen, Xinnian Couch, Brian Durham, Mary Bobrownicki, Aiyana Hanauer, David I. Graham, Mark J. |
author_facet | Cavanagh, Andrew J. Aragón, Oriana R. Chen, Xinnian Couch, Brian Durham, Mary Bobrownicki, Aiyana Hanauer, David I. Graham, Mark J. |
author_sort | Cavanagh, Andrew J. |
collection | PubMed |
description | The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. |
format | Online Article Text |
id | pubmed-5132373 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-51323732016-12-06 Student Buy-In to Active Learning in a College Science Course Cavanagh, Andrew J. Aragón, Oriana R. Chen, Xinnian Couch, Brian Durham, Mary Bobrownicki, Aiyana Hanauer, David I. Graham, Mark J. CBE Life Sci Educ Article The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. American Society for Cell Biology 2016 /pmc/articles/PMC5132373/ /pubmed/27909026 http://dx.doi.org/10.1187/cbe.16-07-0212 Text en © 2016 A. J. Cavanagh et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. |
spellingShingle | Article Cavanagh, Andrew J. Aragón, Oriana R. Chen, Xinnian Couch, Brian Durham, Mary Bobrownicki, Aiyana Hanauer, David I. Graham, Mark J. Student Buy-In to Active Learning in a College Science Course |
title | Student Buy-In to Active Learning in a College Science Course |
title_full | Student Buy-In to Active Learning in a College Science Course |
title_fullStr | Student Buy-In to Active Learning in a College Science Course |
title_full_unstemmed | Student Buy-In to Active Learning in a College Science Course |
title_short | Student Buy-In to Active Learning in a College Science Course |
title_sort | student buy-in to active learning in a college science course |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132373/ https://www.ncbi.nlm.nih.gov/pubmed/27909026 http://dx.doi.org/10.1187/cbe.16-07-0212 |
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