Active Learning in the Kinesiology Classroom: Faculty Perceptions and Needs

Autor/in	Carter, Anna S.
Titel	Active Learning in the Kinesiology Classroom: Faculty Perceptions and Needs
Quelle	(2023), (80 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2545-7
Schlagwörter	Hochschulschrift; Dissertation; Active Learning; Kinesiology; Teacher Attitudes; College Faculty; Learner Engagement; Observation; Lecture Method; Mentors; Course Descriptions; Educational Benefits; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktives Lernen; Lehrerverhalten; Fakultät; Beobachtung; Kursstrukturplan; Bildungsertrag
Abstract	Lecture-only style teaching where a teacher delivers content and students are tested on the retained information is the predominant approach in higher education. Alternatively, active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions and more. Active learning provides the following benefits to the student: improved student engagement, class attendance, course pass rate, content retention, enhanced cognition, information transfer, professional skill development and attitudes toward the discipline. It has also shown to preferentially benefit female and first generation college students. Despite the known benefits, the transition to using active learning strategies over a lecture-only style teaching has been slow. This case study used a qualitative approach to determine one kinesiology department's faculty perceptions of active learning and the barriers and facilitators that exist for them. Constant comparative analysis of campus documents, questionnaire responses and a focus group transcript were conducted. The project revealed that the faculty value student engagement, want to use more active learning, and learn to teach through observation. Barriers to active learning in the department included time needed to change teaching methods, student preparation for active learning, course content may require lecture and finally, financial resources. Based on the findings, the department will implement a "Sit One," "Share One Colleague Observation" model, create a "Kinesiology Departmental Mentorship Program" for new faculty and write a Syllabus Statement for students regarding the value of active learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01