Enhancing Faculty’s Beliefs Around Problem-Based Learning by Addressing Concerns About Classroom Implementation

• In Event: Roundtable Session 4
  In Roundtable Session: Instructional Knowledge and Strategies

Abstract

Fostering greater use by postsecondary faculty of active learning methods has been identified as a way to improve student outcomes at the postsecondary level, but faculty adoption raises concerns around classroom implementation and challenges faculty beliefs about teaching and learning. In this study, researchers analyzed community college faculty members’ reflection in an online professional development community over a semester as they tried one type of active learning approach, problem-based learning (PBL). The study describes the range of practical implementation concerns, the deeper challenges to faculty beliefs about teaching and learning, and the degree of change in beliefs achieved.

Authors

• Judi Fusco, Digital Promise

• Louise G. Yarnall, SRI International