Abstract
The purpose of this quantitative, correlational study is to explain the relationships between faculty preferences and student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the amount and extent of the knowledge or training they have had regarding active and traditional teaching methods. This study surveyed faculty and students in Doctorate of Physical Therapy, graduate Communication Sciences and Disorders, and undergraduate nursing programs from seventeen different institutions in the United States. Regression and correlation analyses were conducted on faculty and students as a whole, by program, and type of course to determine any group differences. A two-variable model reveals that more frequent faculty experiences uniquely predict 26.0% and positive faculty experiences 2.25% of the variance in faculty preferences for active over traditional methods. A three-variable model reveals that student knowledge uniquely predicts 16.0%, student beliefs 7.2%, and positive student experiences 2.3% of the variance in student preferences for active over traditional methods. There are minimal group differences for faculty and students when examined by the program and type of course. A myriad of factors influences pedagogical decision-making and implementation. When comparing the factors influencing preferences for active over traditional methods in this study, distinct differences appear between faculty and students. Understanding these relationships may further inform and refine health professional education infrastructure changes to support faculty in pedagogical change as they prepare students with the higher-order thinking skills needed for clinical practice in the workforce setting.
Presenters
Tammy ShillingAssociate Professor, School of Communication Sciences and Disorders, Andrews University, Michigan, United States Anneris Coria Navia
Director of the Center for Teaching and Learning, Curriculum and Instruction, Andrews University, Michigan, United States Heather Ferguson
Chair/Graduate Program Director/Associate Professor, School of Communication Sciences and Disorders, Andrews University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ACTIVE LEARNING, FACULTY, HIGHER EDUCATION, HEALTH PROFESSIONS, PREFERENCES, STUDENTS
