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“To Do or Not to Do”: Faculty Perceptions of Active Learning in Large Classes

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Abstract:

Objective: To compare faculty perceptions’ on the amount and type of active learning (AL) used in pharmacy classrooms to documented usage by using a validated active learning inventory tool (ALIT).
Methods: Four pre-trained observers evaluated 4, 1 hour lectures, recording type, number, and duration of AL techniques using the ALIT. Post-lecture, faculty were interviewed with scripted dialog to identify perceived type and duration of the AL delivered. Interviews were coded and categorized. Agreement between the 4 observers and faculty was measured.
Results: Qualitative results showed congruence between faculty and observers regarding amount and type of AL utilized. There were different faculty perceptions about the goal of AL as a method to engage students versus increasing content retention. An interesting finding was the contradiction between faculty belief that AL increased retention and involvement in learning at the same time holding an opposing belief that AL is too time intensive for complex material. Across 4 lectures, the average percent agreement between the observers and faculty was high for all outcomes: number of AL episodes [89% (81-97%) [median (range)], number of different types of AL used [82% (79 – 88%)] and average time per AL episode 69.8% (61-75%).
Implications: If AL is to become a part of andragogical choices, the challenge is having faculty feel comfortable doing AL in a time efficient way by learning a broader scope of activities.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p115812_index.html
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MLA Citation:

Devlin, John., Van Amburgh, Jenny., Kirwin, Jennifer. and Qualters, Donna. "“To Do or Not to Do”: Faculty Perceptions of Active Learning in Large Classes" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p115812_index.html>

APA Citation:

Devlin, J. W., Van Amburgh, J. A., Kirwin, J. L. and Qualters, D. M. , 2006-07-05 "“To Do or Not to Do”: Faculty Perceptions of Active Learning in Large Classes" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p115812_index.html

Publication Type: Abstract
Abstract: Objective: To compare faculty perceptions’ on the amount and type of active learning (AL) used in pharmacy classrooms to documented usage by using a validated active learning inventory tool (ALIT).
Methods: Four pre-trained observers evaluated 4, 1 hour lectures, recording type, number, and duration of AL techniques using the ALIT. Post-lecture, faculty were interviewed with scripted dialog to identify perceived type and duration of the AL delivered. Interviews were coded and categorized. Agreement between the 4 observers and faculty was measured.
Results: Qualitative results showed congruence between faculty and observers regarding amount and type of AL utilized. There were different faculty perceptions about the goal of AL as a method to engage students versus increasing content retention. An interesting finding was the contradiction between faculty belief that AL increased retention and involvement in learning at the same time holding an opposing belief that AL is too time intensive for complex material. Across 4 lectures, the average percent agreement between the observers and faculty was high for all outcomes: number of AL episodes [89% (81-97%) [median (range)], number of different types of AL used [82% (79 – 88%)] and average time per AL episode 69.8% (61-75%).
Implications: If AL is to become a part of andragogical choices, the challenge is having faculty feel comfortable doing AL in a time efficient way by learning a broader scope of activities.

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