How Are Active Learning Practices Perceived by Students? Depends on Their Mind-Set

• In Event: Contextualizing Knowledge and Decision Making in Strategic Learning

Abstract

Purpose: There are robust pedagogical benefits of active, elaborative practices such as retrieval practice and collaborative learning activities, but how are they perceived by students? In the present study, we examine the consequences of active practices on students’ perceptions of the course professor and their motivation, and whether these effects are moderated by their own personal mindsets.

Framework: In contrast to traditional, teacher-centered, lecture-based instruction, a wealth of evidence from cognitive and educational psychology literature shows that learner-centered practices that promote deeper cognitive processing lead to better learning (Deslauriers et al., 2011; Freeman et al., 2014). We posit that these practices not only directly enhance learning, but also potentially enhance learning in other indirect ways: that these practices communicate certain beliefs about their instructors that can help foster positive relationships, and that they can enhance student motivation (Muenks et al., 2020; Yeager et al., 2014).

Method: We created two versions of an introductory chemistry syllabus and participants (N = 200) were randomly assigned to syllabus condition. The two syllabi were largely similar, differing only in small ways: one version required mere attendance (passive condition); the other required engagement with group-based mini-labs (active condition). Moreover, class time in the passive condition was described as consisting of lectures with videos and instructor demonstrations; class time in the active condition was described as consisting of interactive lectures with clicker quizzes and small-group discussions. After reading the syllabus, they were asked about their perception of the professor (warmth, competence, growth mindset), anticipated motivation (self-efficacy, interest, utility-value), anticipated behavior (attendance, active participation, consider dropping out), and their own growth mindset beliefs.

Results: We conducted t-tests to examine the difference between the two conditions. Compared those in the passive condition, participants in the active condition perceived the professor more favorably (warmer, more competent, and marginally higher growth mindset beliefs) and anticipated higher motivation (self-efficacy, interest, and marginally more utility-value). The results are presented in Table 3. Regression analyses showed however that these positive effects of active practices were moderated by personal growth mindset and were found only among students who had a growth mindset themselves.

Significance: Active practices not only have a direct effect on student learning but may have indirect effects too, through increasing students’ positive perceptions of instructors and increasing their motivation and engagement. The fact that these positive effects were found with relatively small changes suggests that promising way forward for instructors to establish contexts that can benefit their students’ learning. The results also suggest that supporting learners’ growth mindset beliefs can augment these benefits.

Authors

• Veronica X Yan, The University of Texas at Austin

• Katherine M. Muenks, University of Texas at Austin