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Instructor Strategies to Aid Implementation of Active Learning: A Systematic Literature Review

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Title: Instructor Strategies to Aid Implementation of Active Learning: A Systematic Literature Review
Language: English
Authors: Nguyen, Kevin A., Borrego, Maura, Finelli, Cynthia J. (ORCID 0000-0001-9148-1492), DeMonbrun, Matt, Crockett, Caroline, Tharayil, Sneha, Shekhar, Prateek, Waters, Cynthia, Rosenberg, Robyn
Source: International Journal of STEM Education. 2021 8.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1744407
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Curriculum Implementation, Educational Research, STEM Education, Adoption (Ideas), Resistance (Psychology), Student Reaction, Problem Solving, Lecture Method, Undergraduate Students
DOI: 10.1186/s40594-021-00270-7
ISSN: 2196-7822
Abstract: Background: Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors' concerns about students' affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students' affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies?; and (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results: In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students' self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion: To increase the adoption of active learning and address students' responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1291228
Database: ERIC
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  Data: Instructor Strategies to Aid Implementation of Active Learning: A Systematic Literature Review
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  Data: <searchLink fieldCode="AR" term="%22Nguyen%2C+Kevin+A%2E%22">Nguyen, Kevin A.</searchLink><br /><searchLink fieldCode="AR" term="%22Borrego%2C+Maura%22">Borrego, Maura</searchLink><br /><searchLink fieldCode="AR" term="%22Finelli%2C+Cynthia+J%2E%22">Finelli, Cynthia J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9148-1492">0000-0001-9148-1492</externalLink>)<br /><searchLink fieldCode="AR" term="%22DeMonbrun%2C+Matt%22">DeMonbrun, Matt</searchLink><br /><searchLink fieldCode="AR" term="%22Crockett%2C+Caroline%22">Crockett, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Tharayil%2C+Sneha%22">Tharayil, Sneha</searchLink><br /><searchLink fieldCode="AR" term="%22Shekhar%2C+Prateek%22">Shekhar, Prateek</searchLink><br /><searchLink fieldCode="AR" term="%22Waters%2C+Cynthia%22">Waters, Cynthia</searchLink><br /><searchLink fieldCode="AR" term="%22Rosenberg%2C+Robyn%22">Rosenberg, Robyn</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2021 8.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 18
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: 10.1186/s40594-021-00270-7
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  Data: 2196-7822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors' concerns about students' affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students' affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies?; and (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results: In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students' self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion: To increase the adoption of active learning and address students' responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.
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