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Barriers and strategies: Implementing active learning in biomedical science lectures
Author(s) -
Kim Alice M.,
Speed Caroline J.,
Macaulay Janet O.
Publication year - 2018
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.21190
Subject(s) - active learning (machine learning) , curriculum , variety (cybernetics) , teaching and learning center , learning styles , process (computing) , teaching method , style (visual arts) , higher education , psychology , mathematics education , medical education , pedagogy , computer science , medicine , political science , archaeology , artificial intelligence , law , history , operating system
The traditional teaching style in higher education is didactic. However, the current literature states that student learning improves when they are active players in the process, triggering the move to implement active learning within the curriculum. In accordance, Monash University (an Australian research‐intensive university) introduced the “Better Teaching Better Learning” agenda to deliver a more student‐centered learning experience but its implementation has been inconsistent across its different schools. Interviews and an online survey were conducted to evaluate the teaching practices in lectures of Biomedical Science academics, identify barriers preventing them from implementing active learning in their teaching, and identify possible strategies to overcome said barriers. The two main teaching groups use a variety of teaching styles in lectures, with education‐focused academics employing more active learning practices. Many academics were in the process of changing their teaching style, mainly to improve the overall student learning experience. However, complex barriers prevent them from doing so. Possible strategies were identified that would help academics adopt a more student‐centered teaching style. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):29–40, 2018.