What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

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dc.contributor.authorApkarian, Nanehen
dc.contributor.authorHenderson, Charlesen
dc.contributor.authorStains, Marilyneen
dc.contributor.authorRaker, Jeffrey R.en
dc.contributor.authorJohnson, Estrellaen
dc.contributor.authorDancy, Melissa H.en
dc.contributor.departmentMathematicsen
dc.date.accessioned2021-05-11T12:12:33Zen
dc.date.available2021-05-11T12:12:33Zen
dc.date.issued2021-02-25en
dc.description.abstractSix common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning.en
dc.description.notesFunding was received from the US National Science Foundation DUE Grant Nos. 1726042, 1726281, 1726126, 1726328, 1726379. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.en
dc.description.sponsorshipUS National Science Foundation DUENational Science Foundation (NSF) [1726042, 1726281, 1726126, 1726328, 1726379]en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1371/journal.pone.0247544en
dc.identifier.issn1932-6203en
dc.identifier.issue2en
dc.identifier.othere0247544en
dc.identifier.pmid33630945en
dc.identifier.urihttp://hdl.handle.net/10919/103240en
dc.identifier.volume16en
dc.language.isoenen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.titleWhat really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructorsen
dc.title.serialPLoS Oneen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen

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