written by
Sneha Tharayil, Maura Borrego, Michael J. Prince, Kevin A. Nguyen, Prateek Shekhar, Cynthia J. Finelli, and Cynthia Waters
Research has shown that active learning promotes student learning and increases retention rates of STEM undergraduates. Yet, instructors are reluctant to change their teaching approaches for several reasons, including a fear of student resistance to active learning. This paper addresses this issue by building on our prior work which demonstrates that certain instructor strategies can positively influence student responses to active learning. We present an analysis of interview data from 17 engineering professors across the USA about the ways they use strategies to reduce student resistance to active learning in their undergraduate engineering courses. Our data reveal that instructor strategies for reducing student resistance generally fall within two broad types: explanation and facilitation strategies. Explanation strategies consist of the following: (a) explain the purpose, (b) explain course expectations, and (c) explain activity expectations. Facilitation strategies include the following: (a) approach non-participants, (b) assume an encouraging demeanor, (c) grade on participation, (d) walk around the room, (e) invite questions, (f) develop a routine, (g) design activities for participation, and (h) use incremental steps. Four of the strategies emerged from our analysis and were previously unstudied in the context of student resistance.
International Journal of STEM Education: Volume 5, Issue 1, Pages 7
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=16144">Tharayil, S, M. Borrego, M. Prince, K. Nguyen, P. Shekhar, C. Finelli, and C. Waters. "Strategies to mitigate student resistance to active learning." Int. J. STEM Educ. 5, no. 1, (March 12, 2018): 7.</a>
AIP Format
S. Tharayil, M. Borrego, M. Prince, K. Nguyen, P. Shekhar, C. Finelli, and C. Waters, , Int. J. STEM Educ. 5 (1), 7 (2018), WWW Document, (https://doi.org/10.1186/s40594-018-0102-y).
AJP/PRST-PER
S. Tharayil, M. Borrego, M. Prince, K. Nguyen, P. Shekhar, C. Finelli, and C. Waters, Strategies to mitigate student resistance to active learning, Int. J. STEM Educ. 5 (1), 7 (2018), <https://doi.org/10.1186/s40594-018-0102-y>.
APA Format
Tharayil, S., Borrego, M., Prince, M., Nguyen, K., Shekhar, P., Finelli, C., & Waters, C. (2018, March 12). Strategies to mitigate student resistance to active learning. Int. J. STEM Educ., 5(1), 7. Retrieved November 12, 2024, from https://doi.org/10.1186/s40594-018-0102-y
Chicago Format
Tharayil, S, M. Borrego, M. Prince, K. Nguyen, P. Shekhar, C. Finelli, and C. Waters. "Strategies to mitigate student resistance to active learning." Int. J. STEM Educ. 5, no. 1, (March 12, 2018): 7, https://doi.org/10.1186/s40594-018-0102-y (accessed 12 November 2024).
MLA Format
Tharayil, Sneha, Maura Borrego, Michael J. Prince, Kevin A. Nguyen, Prateek Shekhar, Cynthia J. Finelli, and Cynthia Waters. "Strategies to mitigate student resistance to active learning." Int. J. STEM Educ. 5.1 (2018): 7. 12 Nov. 2024 <https://doi.org/10.1186/s40594-018-0102-y>.
BibTeX Export Format
@article{
Author = "Sneha Tharayil and Maura Borrego and Michael J. Prince and Kevin A. Nguyen and Prateek Shekhar and Cynthia J. Finelli and Cynthia Waters",
Title = {Strategies to mitigate student resistance to active learning},
Journal = {Int. J. STEM Educ.},
Volume = {5},
Number = {1},
Pages = {7},
Month = {March},
Year = {2018}
}
Refer Export Format
%A Sneha Tharayil %A Maura Borrego %A Michael J. Prince %A Kevin A. Nguyen %A Prateek Shekhar %A Cynthia J. Finelli %A Cynthia Waters %T Strategies to mitigate student resistance to active learning %J Int. J. STEM Educ. %V 5 %N 1 %D March 12, 2018 %P 7 %U https://doi.org/10.1186/s40594-018-0102-y %O text/html
EndNote Export Format
%0 Journal Article %A Tharayil, Sneha %A Borrego, Maura %A Prince, Michael J. %A Nguyen, Kevin A. %A Shekhar, Prateek %A Finelli, Cynthia J. %A Waters, Cynthia %D March 12, 2018 %T Strategies to mitigate student resistance to active learning %J Int. J. STEM Educ. %V 5 %N 1 %P 7 %8 March 12, 2018 %U https://doi.org/10.1186/s40594-018-0102-y Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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