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• W859728096 abstract "What makes some faculty members more likely to use interactive engagement methods than others? We use the theory of reasoned action to predict faculty members' use of interactive engagement methods. Results indicate that faculty members' beliefs about the personal positive consequences of using these methods (e.g., Using interactive engagement methods will be enjoyable) is as good a predictor of their intentions to use these methods as their beliefs about the effectiveness of the methods in increasing student learning. Thus, faculty developers may want to shift from trying to motivate faculty members to use interactive engagement methods by emphasizing mainly the importance to student learning and instead emphasize equally that using these methods makes teaching more enjoyable and rewarding.Two decades of research indicate that students learn more when instructors engage them actively in the learning process (Bain, 2004; Crouch and Mazur, 2001; Deslauriers, Schelew, & Wieman, 2011; Hake, 1998; Pascarella & Terenzini, 2005). Interactive engagement methods improve student learning regardless of whether the methods are semester-long teaching paradigms like team-based learning (Michaelsen, Knight, & Fink, 2002) or as simple as asking students to write a oneminute paper summarizing the day's lecture (although more intensive interventions produce higher gains; Angelo & Cross, 1993; Chizmar & Ostrosky 1998). Consequently, faculty developers typically try to motivate faculty members to use these methods by emphasizing the demonstrated effect of interactive engagement methods on student learning (subsequently referred to as effectiveness).To what degree do U.S. faculty members report using these strategies in their undergraduate classrooms? The 2010-2011 Higher Education Research Institute survey of over 23,000 college and university faculty members found that the percentage of U.S. faculty who use class discussions, cooperative learning, and student presentations in most or all of their classes has increased in the last decade, especially in arts and humanities courses (Hurtado, Eagen, Pryor, Whang & Tran, 2012). Similarly, the proportion of faculty members who report relying extensively on lecture has decreased slightly from 47% in 2001-2002 to 45% in 2010-2011 (Lindholm, Astin, Sax, & Korn; Hurtado et al., 2012). However, roughly half of U.S. faculty members still report lecturing extensively in most or all of the courses they teach.These statistics beg the question: What makes some faculty members rely on lecture when other faculty members use interactive engagement methods?2 Various speculations have been offered in the scholarship of teaching literature (e.g., Fink, 2003). For example, changing one's teaching methods may require instructors to confront the perception that they are bad teachers in need of new methods (Henderson & Dancy, 2008). Economists suggest that instructors rely on the same old chalk and talk because the benefits of switching are uncertain and occur only over time (i.e., students might or might not learn more eventually). On the other hand, the costs of switching are guaranteed and immediate (i.e., switching requires upfront time and effort from the instructor; Simkins, 2011). Even faculty members who are aware of interactive engagement methods may not implement them due to perceived situational constraints (e.g., poor student study skills or work ethic, pressure to cover a large quantity of content material, lack of time to learn about and apply new teaching techniques, departmental norms that support lecture-based teaching, student resistance, class size and classroom layout) (Henderson & Dancy, 2007).A number of empirical studies have found that many of the variables one might speculate would predict use of lecture versus interactive engagement methods actually do not. For example, one might reasonably suspect that assistant professors or professors who are less heavily involved in research might be more likely to use these methods than more senior or research-intensive faculty members. …" @default.
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• W859728096 date "2014-05-01" @default.
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• W859728096 title "What Predicts Use of Learning-Centered, Interactive Engagement Methods?." @default.
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