Student Preferences for Active Learning and Their Beliefs, Experiences, and Knowledge

Autor/inn/en	Shilling, Tammy; Thayer, Jerome; Coria-Navia, Anneris; Ferguson, Heather
Titel	Student Preferences for Active Learning and Their Beliefs, Experiences, and Knowledge
Quelle	In: Teaching and Learning in Communication Sciences & Disorders, 7 (2023) 2, Artikel 10 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shilling, Tammy) ORCID (Thayer, Jerome) ORCID (Coria-Navia, Anneris) ORCID (Ferguson, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preferences; Active Learning; Student Attitudes; Student Experience; Knowledge Level; Thinking Skills; Allied Health Occupations Education; Decision Making; Graduate Students; Student Role; Positive Attitudes; Undergraduate Students; Nursing Students; Illinois; Indiana; Iowa; Kansas; Michigan; Minnesota; Missouri; North Dakota; Ohio; Wisconsin + Suchen Sie Ihr Suchwort? Aktives Lernen; Schülerverhalten; Studienerfahrung; Wissensbasis; Denkfähigkeit; Decision-making; Entscheidungsfindung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. A combination of student knowledge, student beliefs, and positive student experiences with active over traditional methods predicted 72.5% (R[superscript 2] = 0.725, p = <0.001) of the variance of student preferences for active methods. When students have clarity about the expectations of active learning methods, how they benefit their learning, believe they are responsible for learning and take the initiative, and perceive a positive experience, they prefer active methods over traditional methods. The results inform health professional education programs with recommendations that influence pedagogical change to support faculty and prepare students for clinical practice, higher-order thinking skills, and workforce expectations. (As Provided).
Anmerkungen	Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01