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Instructor facilitation mediates students’ negative perceptions of active learning instruction

Studies have demonstrated students’ resistance to active learning, despite evidence illustrating that their learning is improved relative to students in lectures. Specifically, while active learning and group work are effective at engaging students in their learning process, studies report that stud...

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Autores principales: Park, Elizabeth S., Harlow, Ashley, AghaKouchak, Amir, Baldi, Brigette, Burley, Nancy, Buswell, Natascha, Crooks, Roderic, Denenberg, Darren, Ditto, Peter, Edwards, Kimberley, Junqueira, Mariana Garcia, Geragotelis, Andrew, Holton, Amanda, Lanning, Joel, Lehman, Rachel, Chen, Audrey, Pantano, Alessandra, Rinehart, Jenny, Walter, Mark, Williams, Adrienne, Wong-Ma, Jennifer, Yassa, Michael, Sato, Brian
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8699631/
https://www.ncbi.nlm.nih.gov/pubmed/34941920
http://dx.doi.org/10.1371/journal.pone.0261706
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author Park, Elizabeth S.
Harlow, Ashley
AghaKouchak, Amir
Baldi, Brigette
Burley, Nancy
Buswell, Natascha
Crooks, Roderic
Denenberg, Darren
Ditto, Peter
Edwards, Kimberley
Junqueira, Mariana Garcia
Geragotelis, Andrew
Holton, Amanda
Lanning, Joel
Lehman, Rachel
Chen, Audrey
Pantano, Alessandra
Rinehart, Jenny
Walter, Mark
Williams, Adrienne
Wong-Ma, Jennifer
Yassa, Michael
Sato, Brian
author_facet Park, Elizabeth S.
Harlow, Ashley
AghaKouchak, Amir
Baldi, Brigette
Burley, Nancy
Buswell, Natascha
Crooks, Roderic
Denenberg, Darren
Ditto, Peter
Edwards, Kimberley
Junqueira, Mariana Garcia
Geragotelis, Andrew
Holton, Amanda
Lanning, Joel
Lehman, Rachel
Chen, Audrey
Pantano, Alessandra
Rinehart, Jenny
Walter, Mark
Williams, Adrienne
Wong-Ma, Jennifer
Yassa, Michael
Sato, Brian
author_sort Park, Elizabeth S.
collection PubMed
description Studies have demonstrated students’ resistance to active learning, despite evidence illustrating that their learning is improved relative to students in lectures. Specifically, while active learning and group work are effective at engaging students in their learning process, studies report that students’ perceptions of active learning approaches are not always positive. What remains underexplored is whether students’ perceptions of active learning improve with effective instructor facilitation and whether there exists differential perceptions between racially minoritized students and represented students. Here, we estimate students’ perceptions of effective instructor facilitation as the mediator in the relationship between active learning and perceptions of learning and perceived utility for class activities (task value). Then, we examine differences by racial identification. We collected classroom observation data to empirically categorize courses as active learning or lecture-based and surveyed 4,257 college students across 25 STEM classrooms at a research-intensive university. We first examined the relationship between active learning on student perceptions and found a negative relationship between active learning and perceptions of learning and task value for both racially minoritized students and represented students. Next, we assessed whether students’ perceptions of instructor effectiveness in facilitating group activities mediate these negative relationships. We found that, on average, students of all races were more likely to positively perceive instructor facilitation in active learning classes relative to lectures. In turn, the positive perceptions of instructor facilitation partially suppressed the negative relationship between active learning and perceptions of learning and task value. These results demonstrate that effective instructor facilitation can influence both students’ self-assessment of learning and perceived utility of the learning activities, and underscores the importance of developing pedagogical competence among college instructors.
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spelling pubmed-86996312021-12-24 Instructor facilitation mediates students’ negative perceptions of active learning instruction Park, Elizabeth S. Harlow, Ashley AghaKouchak, Amir Baldi, Brigette Burley, Nancy Buswell, Natascha Crooks, Roderic Denenberg, Darren Ditto, Peter Edwards, Kimberley Junqueira, Mariana Garcia Geragotelis, Andrew Holton, Amanda Lanning, Joel Lehman, Rachel Chen, Audrey Pantano, Alessandra Rinehart, Jenny Walter, Mark Williams, Adrienne Wong-Ma, Jennifer Yassa, Michael Sato, Brian PLoS One Research Article Studies have demonstrated students’ resistance to active learning, despite evidence illustrating that their learning is improved relative to students in lectures. Specifically, while active learning and group work are effective at engaging students in their learning process, studies report that students’ perceptions of active learning approaches are not always positive. What remains underexplored is whether students’ perceptions of active learning improve with effective instructor facilitation and whether there exists differential perceptions between racially minoritized students and represented students. Here, we estimate students’ perceptions of effective instructor facilitation as the mediator in the relationship between active learning and perceptions of learning and perceived utility for class activities (task value). Then, we examine differences by racial identification. We collected classroom observation data to empirically categorize courses as active learning or lecture-based and surveyed 4,257 college students across 25 STEM classrooms at a research-intensive university. We first examined the relationship between active learning on student perceptions and found a negative relationship between active learning and perceptions of learning and task value for both racially minoritized students and represented students. Next, we assessed whether students’ perceptions of instructor effectiveness in facilitating group activities mediate these negative relationships. We found that, on average, students of all races were more likely to positively perceive instructor facilitation in active learning classes relative to lectures. In turn, the positive perceptions of instructor facilitation partially suppressed the negative relationship between active learning and perceptions of learning and task value. These results demonstrate that effective instructor facilitation can influence both students’ self-assessment of learning and perceived utility of the learning activities, and underscores the importance of developing pedagogical competence among college instructors. Public Library of Science 2021-12-23 /pmc/articles/PMC8699631/ /pubmed/34941920 http://dx.doi.org/10.1371/journal.pone.0261706 Text en © 2021 Park et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Park, Elizabeth S.
Harlow, Ashley
AghaKouchak, Amir
Baldi, Brigette
Burley, Nancy
Buswell, Natascha
Crooks, Roderic
Denenberg, Darren
Ditto, Peter
Edwards, Kimberley
Junqueira, Mariana Garcia
Geragotelis, Andrew
Holton, Amanda
Lanning, Joel
Lehman, Rachel
Chen, Audrey
Pantano, Alessandra
Rinehart, Jenny
Walter, Mark
Williams, Adrienne
Wong-Ma, Jennifer
Yassa, Michael
Sato, Brian
Instructor facilitation mediates students’ negative perceptions of active learning instruction
title Instructor facilitation mediates students’ negative perceptions of active learning instruction
title_full Instructor facilitation mediates students’ negative perceptions of active learning instruction
title_fullStr Instructor facilitation mediates students’ negative perceptions of active learning instruction
title_full_unstemmed Instructor facilitation mediates students’ negative perceptions of active learning instruction
title_short Instructor facilitation mediates students’ negative perceptions of active learning instruction
title_sort instructor facilitation mediates students’ negative perceptions of active learning instruction
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8699631/
https://www.ncbi.nlm.nih.gov/pubmed/34941920
http://dx.doi.org/10.1371/journal.pone.0261706
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