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Student and Faculty Perceptions of Active Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student and Faculty Perceptions of Active Learning./
Author:	Snow, Mark.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	88 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-07, Section: B.
Contained By:	Dissertations Abstracts International83-07B.
Subject:	Kinesiology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28773893
ISBN:	9798759997719

Student and Faculty Perceptions of Active Learning.
Snow, Mark.

Student and Faculty Perceptions of Active Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 88 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: B.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2021.

This item must not be sold to any third party vendors.

Research has shown that active learning promotes better attainment of learning outcomes than passive learning. Even though faculty have identified active learning as best practices, faculty state the most common instruction method they use is a passive learning approach of traditional lecture. The objective of this study was to collect and summarize data available on within a School of Health and Kinesiology regarding the school's current status on active learning. Faculty and students within a School of Health and Kinesiology were recruited to complete an online survey assessing current use, perceptions and barriers to active learning within the classroom. Data analysis showed faculty stated they have used active learning in the classroom and that it was effective. Students also agreed that active learning allowed them to learn more effectively. Different ethnic groups as well as first generation and other generation students differed in what types of active learning activities they preferred to learn most effectively. Students and faculty disagreed on the frequency of learning activities with a significant difference in how often the lecture method was provided in class. Students and faculty also disagreed on the specific type of active learning activity produced the most effective learning. Both groups did agree that certain active learning activities allowed students to learn better than lecture. To improve the effectiveness of students accomplishing learning outcomes the first step in the process is to determine student and faculty perceptions. With this information, now an effective communication and continuing education platform can be developed.

ISBN: 9798759997719Subjects--Topical Terms:

517627
Kinesiology.
Subjects--Index Terms:

Active learning

Student and Faculty Perceptions of Active Learning.
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300 $a 88 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-07, Section: B.
500 $a Advisor: Hemphill, Michael.
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Research has shown that active learning promotes better attainment of learning outcomes than passive learning. Even though faculty have identified active learning as best practices, faculty state the most common instruction method they use is a passive learning approach of traditional lecture. The objective of this study was to collect and summarize data available on within a School of Health and Kinesiology regarding the school's current status on active learning. Faculty and students within a School of Health and Kinesiology were recruited to complete an online survey assessing current use, perceptions and barriers to active learning within the classroom. Data analysis showed faculty stated they have used active learning in the classroom and that it was effective. Students also agreed that active learning allowed them to learn more effectively. Different ethnic groups as well as first generation and other generation students differed in what types of active learning activities they preferred to learn most effectively. Students and faculty disagreed on the frequency of learning activities with a significant difference in how often the lecture method was provided in class. Students and faculty also disagreed on the specific type of active learning activity produced the most effective learning. Both groups did agree that certain active learning activities allowed students to learn better than lecture. To improve the effectiveness of students accomplishing learning outcomes the first step in the process is to determine student and faculty perceptions. With this information, now an effective communication and continuing education platform can be developed.
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653 $a Lecture
653 $a Perceptions
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710 2 $a The University of North Carolina at Greensboro. $b School of Health and Human Sciences: Kinesiology. $3 3175033
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792 $a 2021
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