Faculty Adoption of Active Learning Classroom

VAN HORNE, SAMUEL and MURNIATI, CECILIA TITIEK (2016) Faculty Adoption of Active Learning Classroom. Faculty Adoption of Active Learning Classroom, 28 (1). pp. 72-93. ISSN 1042-1726

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Official URL: https://link.springer.com/article/10.1007/s12528-0...

Abstract

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 depart- ment 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.

Item Type: Article
Subjects: 400 Language > 420 English & Old English language
Divisions: Faculty of Language and Art > Department of English Literature
Depositing User: Ms Cecilia Titiek Murniati
Date Deposited: 05 Apr 2018 06:03
Last Modified: 22 Feb 2019 13:01
URI: http://repository.unika.ac.id/id/eprint/15876

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