Cargando…
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...
Autores principales: | , , , , , , , , , , , , , , , , , , , , , , |
---|---|
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 |
_version_ | 1784620559754067968 |
---|---|
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. |
format | Online Article Text |
id | pubmed-8699631 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT parkelizabeths instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT harlowashley instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT aghakouchakamir instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT baldibrigette instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT burleynancy instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT buswellnatascha instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT crooksroderic instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT denenbergdarren instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT dittopeter instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT edwardskimberley instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT junqueiramarianagarcia instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT geragotelisandrew instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT holtonamanda instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT lanningjoel instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT lehmanrachel instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT chenaudrey instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT pantanoalessandra instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT rinehartjenny instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT waltermark instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT williamsadrienne instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT wongmajennifer instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT yassamichael instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction AT satobrian instructorfacilitationmediatesstudentsnegativeperceptionsofactivelearninginstruction |