Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Althou...

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Autores principales:	Katelyn M. Cooper, Michael Ashley, Sara E. Brownell
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/0609ad2ca4884bb198560b0371f5ea0b
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spelling	oai:doaj.org-article:0609ad2ca4884bb198560b0371f5ea0b2021-11-15T15:04:06ZUsing Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept10.1128/jmbe.v18i2.12891935-78851935-7877https://doaj.org/article/0609ad2ca4884bb198560b0371f5ea0b2017-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i2.1289https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.Katelyn M. CooperMichael AshleySara E. BrownellAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Katelyn M. Cooper Michael Ashley Sara E. Brownell Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept
description	There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.
format	article
author	Katelyn M. Cooper Michael Ashley Sara E. Brownell
author_facet	Katelyn M. Cooper Michael Ashley Sara E. Brownell
author_sort	Katelyn M. Cooper
title	Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept
title_short	Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept
title_full	Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept
title_fullStr	Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept
title_full_unstemmed	Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept
title_sort	using expectancy value theory as a framework to reduce student resistance to active learning: a proof of concept
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/0609ad2ca4884bb198560b0371f5ea0b
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Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

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