Mitigating Student Resistance to Active Learning by Constructing Resilient Classrooms

The following publication is one outcome of a cross-disciplinary CTL Faculty Learning Community of instructors at the University of Alberta, led by Drs. Neil Haave and Cosette Lemelin prior to the pandemic.

Bioscene Journal of College Biology Teaching, Volume 47(2), December 2021

Article: Mitigating Student Resistance to Active Learning by Constructing Resilient Classrooms(PDF)

Cosette Lemelin, Cole D. Gross, Renette Bertholet, Sheryl Gares, Mark Hall, Hani Henein, Valentina Kozlova, Michelle Spila, Valentin Villatorob and Neil Haave*

University of Alberta, Edmonton, Canada; bNorthern Alberta Institute of Technology, Edmonton, Canada

*Corresponding author: University of Alberta, Augustana Campus, 4901 – 46 Avenue, Camrose, AB, Canada, T4V 2R3, neil.haave@ualberta.ca

Abstract: Shorter lectures punctuated with activities to engage students in the learning process can increase student understanding, critical thinking, and overall learning. However, some students have negative responses to active teaching strategies. Here we explore the topic of student resistance to active learning, including reasons for this opposition and strategies to prevent or respond to it. Recognizing factors that lead to students’ resistance to active learning is important to mitigating these barriers to learning. Equally critical to mitigating student resistance is the promotion of student resilience. Structuring classrooms to promote resilience includes community building, structured activities, and policies that recognize student diversity, and the complexity of learning processes. Keywords: faculty learning community; independent learners; student anxiety; intellectual development; instructional design; student support; marginalized students.