A study on investigating faculty members' perceptions and practices of active learning at a private university

Date

2023-9

Author

Özer, Şevval Kübra

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The purpose of the study was to investigate faculty members' perceptions of active learning and the instructional strategies they use at a private university. Descriptive cross-sectional survey design was used, which involved examining self-reports on how faculty members implement a typical undergraduate session from the beginning of the class to the end. The survey instrument, Faculty Members' Instructional Practices Questionnaire (FMIPQ), was developed by the researcher that included both open-ended and close ended items, and it was distributed to the accessible population in their offices in sealed envelopes. The sample of the study consisted of 122 faculty members from various faculties (n = 5). Data analysis was conducted descriptively, and open-ended items were subjected to content analysis to complement the quantitative results. According to faculty members' perceptions, active learning enhances undergraduate students' achievement, learning motivation, and participation. Additionally, factors such as class size, number of courses taught by faculty members during the semester, and time constraints were identified as common barriers to the implementation of active learning strategies among faculty members. Lack of institutional support, physical arrangement, accessibility of teaching materials, students' reluctance, and lack of training were not identified as obstacles in this study. The results show that interactive lecturing, project-based learning, and collaborative learning are among the most widely employed instructional strategies, while concept maps, peer instruction, and simulation-based learning are among the least used strategies. In addition, findings showed that the faculty members applied student-centered approaches in their courses and preferred active learning principles rather than traditional approach.

Subject Keywords

Active Learning, Instructional strategies, Faculty development, Higher education

URI

https://hdl.handle.net/11511/105425

Collections

Graduate School of Social Sciences, Thesis