Faculty Perception about Active Learning Strategies: A Cross Sectional Survey

Authors

  • Shams UL Huda
  • Tazeen Saeed Ali
  • Shanaz Cassum
  • Kashmira Nanji
  • Jehanzaib Khan Yousafzai

Keywords:

Active Learning, Engagement, Faculty

Abstract

BACKGROUND: Nursing education in Pakistan has evolved over the last two decades, and it has shifted from the traditional three-year diploma program to the baccalaureate degree program. However, still traditional learning strategies are used in teachings ineffective in producing quality graduates; hence these graduates lack the necessary skills to face the challenges, diversity, and the dynamics of complex nursing care in Pakistan.
PURPOSE: The purpose of this study was to determine the perception of faculty members and barriers in the utilization of Active Learning (AL) strategies at undergraduate nursing degree programs in Khyber Pakhtunkhwa (KPK) province Pakistan.
METHODS: Cross Sectional design was used to conduct the research study. Consecutive sampling techniques were used to recruit participants in the study. Faculty Perceptions were measured on likert scale. Mean and standard deviation were calculated for continues data, frequency and percentages were
calculated for categorical and nominal data. Logistic regression was for possible relationship between utilization of AL, and different barriers.
RESULTS: Fifty two percent of the faculty members stated that AL strategies help in development of students’ concepts and increase students’ engagement in classes. Moreover, 67.6% faculty members have positive perception for utilization of AL strategies in classes. Interestingly 52.4% of faculty members have negative perceptions for traditional learning strategies. Faculty members perceived different barriers in utilization of AL: insufficient time (60%), difficulty to perform in large class room (38.1%), Lack of support (35.7%) and habitual to didactic learning (28.6%).
CONCLUSION: In conclusion, faculty members have positive perception for AL strategies, and prefer it on didactic learning: However, different barriers were identified by faculty members in utilization of AL strategies. Further, researches are needed to conduct, to design strategies to overcome these barriers.

Downloads

Published

15-04-2019

How to Cite

1.
Huda SU, Ali TS, Cassum S, Nanji K, Yousafzai JK. Faculty Perception about Active Learning Strategies: A Cross Sectional Survey. J Liaq Uni Med Health Sci [Internet]. 2019 Apr. 15 [cited 2024 Nov. 22];17(02):96-100. Available from: http://ojs.lumhs.edu.pk/index.php/jlumhs/article/view/89

Issue

Vol. 17 No. 02 (2018): Journal Of Liaquat University of Medical & Health Sciences

Section

Original Articles

License

Submission of a manuscript to the journal implies that all authors have read and agreed to the content of the undertaking form or the Terms and Conditions.

When an article is accepted for publication, the author(s) retain the copyright and are required to grant the publisher the right of first publication and other non-exclusive publishing rights to JLUMHS.

Articles published in the Journal of Liaquat University of Medical & health sciences are open access articles under a Creative Commons Attribution-Noncommercial - Share Alike 4.0 License. This license permits use, distribution and reproduction in any medium; provided the original work is properly cited and initial publication in this journal. This is in accordance with the BOAI definition of open access. In addition to that users are allowed to remix, tweak and build upon the work non-commercially as long as appropriate credit is given and the new creations are licensed under the identical terms. Or, in certain cases it can be stated that all articles and content there in are published under creative commons license unless stated otherwise.