{"id":665,"date":"2023-12-04T11:24:48","date_gmt":"2023-12-04T16:24:48","guid":{"rendered":"https:\/\/sites.temple.edu\/edvice\/?p=665"},"modified":"2023-12-11T11:32:51","modified_gmt":"2023-12-11T16:32:51","slug":"another-look-at-active-learning-part-7-overcoming-challenges-to-active-learning","status":"publish","type":"post","link":"https:\/\/sites.temple.edu\/edvice\/2023\/12\/04\/another-look-at-active-learning-part-7-overcoming-challenges-to-active-learning\/","title":{"rendered":"Another Look at Active Learning: Part 7: Overcoming Challenges to Active Learning"},"content":{"rendered":"\t\t
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by Cliff Rouder Ed. D and Linda Hasunuma Ph. D<\/p>\n

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In this last post of our series on active learning, we identify the challenges faculty sometimes face when planning and implementing active learning. We also give you some strategies for meeting those challenges. <\/p>\n

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How can I make time in class or online for active learning when I have so much content to cover?<\/strong><\/p>\n

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While there are active learning strategies that don\u2019t take a lot of class time and are easy to implement<\/a>, integrating active learning into your class sessions will require rethinking the content you cover in class to ensure there is adequate time to complete activities. There\u2019s a saying that\u2019s useful to remember as you wrestle with what content may have to be moved out of class time: \u201cIf you say it, that doesn\u2019t mean they\u2019ve learned it.\u201d So, ask yourself what foundational knowledge (e.g., definitions, factoids, easy-to-understand\/background information on a topic) can be moved out of class time and assigned prior to class. To ensure accountability, you can give students a short assessment before or at the start of class. Another way to help you decide is by categorizing your content as \u201ccrucial to know,\u201d \u201cgood to know,\u201d and \u201ctangential or unrelated to the Topic.\u201d Often we include content that really doesn\u2019t enhance students\u2019 learning and does not move students toward meeting course goals, so consider simply removing it. Finally, remember that active learning strategies are used to address course content; they simply involve students in the process. While you may not be delivering the content in the form of a lecture, a well-designed active learning strategy will require students to grapple with key concepts, apply knowledge or skills and test their understanding.<\/p>\n

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I\u2019ll lose control of the class if I don\u2019t lecture.<\/strong><\/p>\n

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Active learning doesn\u2019t mean you give up control; it means that you provide opportunities for other ways of learning where you don\u2019t take center stage while continuing to monitor and assist as students actively engage with course content. This short video demonstrates <\/a>how instructors continue to guide students during an in-class activity. Viewing our role more as a facilitator of learning rather than as the dispenser of all wisdom can be a useful mindset to help you let go of this concern, especially if you are teaching large lecture courses. And remember, your TA or Diamond Peer Teacher can play a significant role in helping set up and monitor students when they work in pairs or small groups. <\/p>\n

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My students are used to lecturing; they\u2019re not going to be happy campers.<\/strong><\/p>\n

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For a variety of reasons, you may get pushback from students who have never been in an active learning classroom or who have had negative experiences. It\u2019s not unusual for faculty to hear some version of these student comments: \u201cI pay your salary, and I expect you to be the one to teach me!\u201d; \u201cMy peers don\u2019t know enough, or I\u2019ll get misinformation\u201d; \u201cI hate group work!\u201d; or \u201cI take five classes, work, and take care of my younger siblings. How can you expect me to be prepared for every class period?\u201d <\/p>\n

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These statements (and your concerns about them) are understandable, but here\u2019s the thing: active learning can improve your SFFs! A 2019 study<\/a> reported that \u201cwhen the percentage of class devoted to lecturing fell between 20% and 60%, the most likely outcome was an increase of scores on student evaluations.\u201d Not only that, but the messaging we give around active learning will greatly increase the chances that students will value the experience (translating to stronger SFFs).<\/p>\n

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There are three points that can be helpful in your messaging to students about your decision to use active learning strategies: 1. The skills they\u2019ll develop as a result of actively engaging in the course will be of value to them (now and in their future professional lives); 2. There is a large body of research demonstrating that students in classes where active learning strategies are used learn more and retain what they have learned for longer; and 3. Acknowledging that \u201cstuff happens,\u201d and thus what you are hoping (or expecting) to see is that more often than not, they will come to class prepared to engage with the material and with each other.<\/p>\n

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Messaging about your use of active learning strategies can start before the semester begins. You might create a \u201cwelcome to the course\u201d email or video in which you share a little bit about how your course will run and why that\u2019s of value to students. In addition to the benefits of deeper understanding and better course outcomes, you can share these other valuable benefits: You\u2019ll practice working collaboratively (skills crucial in most workplaces and in life!); you\u2019ll hear different perspectives and thus will become a better listener and a better citizen; you\u2019ll help create trust and a sense of community\u2013a crucial element to feeling a sense of belonging, especially for students from underrepresented or marginalized groups or who are first generation college students. Raising the value of active learning is key! Keep in mind that the messaging may need to be repeated during the semester as student motivation and effort ebb and flow.<\/p>\n

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Then, devote a paragraph or two in your syllabus to your expectations for students, your role in an active learning classroom or online course, and the value of active learning. Here\u2019s one way you can structure the messaging in your syllabus: <\/p>\n

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