Beyond Active Learning: Instructor Practices Connected to Students’ Sense of Belonging in Introductory STEM Courses

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Div J, Section 4 Poster Session 1

Abstract

Large-scale meta-analytic studies have shown that active learning approaches can improve student performance in undergraduate STEM courses. However, not much is understood in terms of whether and how active learning may play a role in students’ affective outcomes such as feelings of belonging with their instructor. Through our mixed methods study (survey and interview data), we found that adopting a simplified notion of active learning (e.g., measuring class time spent on lecturing or individual/collaborative active learning) does not offer meaningful insights regarding the relationship between active learning and students’ sense of belonging with their instructor. Instead, we found that considering the specific evidence-based teaching practices that instructors implement during class time offers richer insights.

Authors

• Yoon Ha Choi, Digital Promise

• Taylor Alexander, Digital Promise

• Julie Neisler, Digital Promise