Part 2
So what are the barriers to implementing Active Learning into today's classrooms? Certain specific obstacles are associated with the use of active learning, including limited class time; a possible increase in preparation time; the potential difficulty of using active learning in large classes; and a lack of needed materials, equipment, or resources.
Perhaps the single greatest barrier of all, however, is the fact that faculty members' efforts to employ active learning involve risk-the risks that students will not participate, will not use higher-order thinking, or learn sufficient content. The faculty members will feel a loss of control, lack of necessary skills, or be criticized for teaching in unorthodox ways. Each obstacle or barrier and type of risk, however, can be successfully overcome through careful, thoughtful planning.
What conclusions should be drawn, and what recommendations made? An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Such low-risk strategies are typically of short duration, structured and planned, focused on subject matter that is neither too abstract nor too controversial, and familiar to both the faculty member and the students.
Faculty developers can help stimulate and support faculty members' efforts to change by highlighting the instructional importance of active learning in the newsletters and publications they distribute. Further, the use of active learning should become both the subject matter of faculty development workshops and the instructional method used to facilitate such programs. And it is important that faculty developers recognize the need to provide follow-up to, and support for, faculty members' efforts to change. Academic administrators can help these initiatives by recognizing and rewarding excellent teaching in general and the adoption of instructional innovations in particular. Comprehensive programs to demonstrate this type of administrative commitment should address institutional employment policies and practices, the allocation of adequate resources for instructional development, and the development of strategic administrative action plans.
Equally important is the need for more rigorous research to provide a scientific foundation to guide future practices in the classroom. Currently, most published articles on active learning have been descriptive accounts rather than empirical investigations. Many are out of date, either chronologically or methodologically, and a large number of important conceptual issues have never been explored. New qualitative and quantitative research should examine strategies that enhance students' learning from presentations; explore the impact of previously overlooked, yet educationally significant, characteristics of students, such as gender, different learning styles, or stage of intellectual development; and be disseminated in journals widely read by faculty. In retrospect, it appears that previous classroom initiatives and written materials about active learning have all too often been isolated and fragmented. The resulting pedagogical efforts have therefore lacked coherence, and the goal of interactive classrooms has remained unfulfilled. Through the coordinated efforts of individual faculty, faculty developers, academic administrators, and educational researchers, higher education in the coming decade CAN make real the promise of active learning.
