Active Learning and Student Evaluations
This week I shared a workshop on active, engaged teaching, which we discussed how this approach could affect student perceptions. So, I thought I would share this article from Inside Higher Ed this week, entitled "Will my student evaluations decrease if I adopt an active learning instructional strategy?" by Henderson, Khan and Dancy.
The authors present data from a survey of 431 physics instructors who incorporated active learning into their course. Nearly half of respondents (48%) saw their student evaluations of teaching (SETs) increase, one-third (32%) had not been impacted, and one- fifth (20%) decreased.
The study reminds us that SETs are a poor proxy for the quality of instruction (Boring, Ottoboni, & Stark, 2016; Carrell & West, 2010; Feldman, 1998). And that many research studies (Beichner et al., 2007; Redish, 2003) suggest that a low lecture, high engagement environment is associated with the highest learning gains.
The reasons instructors think active learning increased their students’ evaluations: Students …
believe active learning helps them learn better;
find active learning classes enjoyable;
like to interact with other students; and
like to use technology.
Reasons instructors think active learning decreased their students’ evaluations: Students do not...
feel that they are being “taught” when using active learning;
want to work actively during class time;
know what to expect in an active learning class; and
like to interact with other students and/or with the instructor.
