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Students' Expectations, Types of Instruction, and Instructor Strategies Predicting Student Response to Active Learning

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Title: Students' Expectations, Types of Instruction, and Instructor Strategies Predicting Student Response to Active Learning
Language: English
Authors: Nguyen, Kevin A., Husman, Jenefer E., Borrego, Maura J., Shekhar, Prateek, Prince, Michael J., DeMonbrun, Matt
Source: AERA Online Paper Repository. 2017.
Availability: AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Peer Reviewed: Y
Page Count: 15
Publication Date: 2017
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Student Reaction, Engineering Education, Expectation, Student Experience, Predictor Variables, Class Activities, College Instruction, College Students, Student Surveys, Educational Strategies
Abstract: Engineering instructors' adoption of active learning has been slow, despite significant evidence supporting its efficacy. A common instructor concern is that students will respond negatively. This study measures the relationship between student response to instruction and 1) students' expectations for types of instruction, 2) students' experiences of different types of instruction, 3) instructor strategies for using in-class activities. Student Response to Instructional Practices (StRIP) survey data from 179 students were analyzed using hierarchical linear regression modeling. Significant predictors in the final models of student response included instructor strategies for explaining and facilitating active learning. These empirical results support instructor-led practices for positive student response to active learning.
Abstractor: As Provided
Entry Date: 2019
Access URL: https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
Accession Number: ED597787
Database: ERIC
FullText Text:
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  Data: Students' Expectations, Types of Instruction, and Instructor Strategies Predicting Student Response to Active Learning
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  Data: <searchLink fieldCode="AR" term="%22Nguyen%2C+Kevin+A%2E%22">Nguyen, Kevin A.</searchLink><br /><searchLink fieldCode="AR" term="%22Husman%2C+Jenefer+E%2E%22">Husman, Jenefer E.</searchLink><br /><searchLink fieldCode="AR" term="%22Borrego%2C+Maura+J%2E%22">Borrego, Maura J.</searchLink><br /><searchLink fieldCode="AR" term="%22Shekhar%2C+Prateek%22">Shekhar, Prateek</searchLink><br /><searchLink fieldCode="AR" term="%22Prince%2C+Michael+J%2E%22">Prince, Michael J.</searchLink><br /><searchLink fieldCode="AR" term="%22DeMonbrun%2C+Matt%22">DeMonbrun, Matt</searchLink>
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  Data: AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink>
– Name: Abstract
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  Data: Engineering instructors' adoption of active learning has been slow, despite significant evidence supporting its efficacy. A common instructor concern is that students will respond negatively. This study measures the relationship between student response to instruction and 1) students' expectations for types of instruction, 2) students' experiences of different types of instruction, 3) instructor strategies for using in-class activities. Student Response to Instructional Practices (StRIP) survey data from 179 students were analyzed using hierarchical linear regression modeling. Significant predictors in the final models of student response included instructor strategies for explaining and facilitating active learning. These empirical results support instructor-led practices for positive student response to active learning.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Student Reaction
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: College Instruction
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      – SubjectFull: College Students
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      – SubjectFull: Student Surveys
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      – SubjectFull: Educational Strategies
        Type: general
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      – TitleFull: Students' Expectations, Types of Instruction, and Instructor Strategies Predicting Student Response to Active Learning
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              Y: 2017
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