Faculty adoption of active learning classrooms

Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual...

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Bibliographic Details
Published in:Journal of computing in higher education 2016-04, Vol.28 (1), p.72-93
Main Authors: Van Horne, Sam, Murniati, Cecilia Titiek
Format: Article
Language:English
Subjects:
Active Learning
Adoption (Ideas)
Classroom Environment
Classrooms
College Faculty
Computation
Control Groups
Cooperative Learning
Curriculum Development
Department Heads
Education
Educational Environment
Educational Strategies
Educational Technology
Higher Education
Instructional design
Learning
Learning and Instruction
Learning Strategies
Learning Theories
Obstacles
Organizational aspects
Outcomes of Education
Qualitative Research
Students
Teaching Methods
United States (Midwest)
Universities
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Summary:Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the entire system of mediating factors that influence the adoption of ALCs by academic units. We examined why faculty members chose to adopt such learning environments at a large university in the Midwest. In addition, we interviewed department heads to learn about the institutional factors that promoted or hindered adoption of these learning environments. We found that, while faculty members often believed that the transition had improved their classes, the department heads were unaware of the student learning outcomes and did not have enough information to promote wider adoption of these learning environments. Thus, innovations at the course level were not often supported to enact curricular change. Implications for promoting successful adoption of ALCs are discussed.
ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-016-9107-z