The Combined Effect of Learning Space and Faculty Self-Efficacy to Use Student-Centered Practices on Teaching Experiences and Student Engagement

Research on pedagogy and learning spaces often assumes that active learning spaces enhance faculty's ability to implement student-centered practices; it also relies on student perspectives. In this study faculty completed surveys that assessed their self-efficacy for student-centered pedagogy,...

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Bibliographic Details
Published in:Journal of learning spaces 2018, Vol.7 (1), p.29
Main Authors: McDavid, Lindley, Parker, Loran Carleton, Burgess, Wilella, Robertshaw, Brooke, Doan, Tomalee
Format: Article
Language:English
Subjects:
Active Learning
Conventional Instruction
Learner Engagement
Predictor Variables
Self Efficacy
Student Centered Learning
Teacher Attitudes
Teaching Experience
Teaching Methods
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Summary:Research on pedagogy and learning spaces often assumes that active learning spaces enhance faculty's ability to implement student-centered practices; it also relies on student perspectives. In this study faculty completed surveys that assessed their self-efficacy for student-centered pedagogy, teaching experiences, and student engagement when teaching in active and traditional learning spaces. Self-efficacy positively predicted teaching experiences and student engagement within the same space, but negatively across spaces. Only self-efficacy in active learning spaces positively predicted student-centered strategy use. Findings challenge the assumption that skilled faculty will feel successful in any space necessitating the development of policies and trainings that consider pedagogy and space.
ISSN:2158-6195
2158-6195