Academic and Student Anxiety towards Active Learning: Perceptions of Evolving Teaching Practices on Performance and Wellbeing
Authors: Speed Caroline J. , Kim Alice M. , Macaulay Janet O. 
Published: June 2021

There is a wealth of literature to support active learning as a superior pedagogical approach in achieving higher order learning compared to didactic teaching. Academics at Monash University are changing their teaching practices to move away from didactic methods to active learning environments. The university is facilitating this change with the recent construction of a state‐of‐the‐art learning and teaching building where academics will utilise active learning methods to engage students and facilitate deeper learning. However amongst the excitement there may be degrees of anxiety being felt by academics and students alike. Students may feel anxious in new learning environments and excessive anxiety can interfere with a students' engagement and academic achievement. Academics may feel anxious as to what to include in their active learning, how to deliver it to produce optimal learning outcomes and feelings of being a novice in a new learning environment.

The aims of this study are to investigate student and academic anxiety in active learning situations. Does anxiety to active learning exist and if so, how can it be combatted?. Biomedical science students (years 1–3) and medical students (years 1–2) were invited to complete a survey to gauge their opinions of active learning and any anxiety that active learning and active learning environments may elicit. Over 60% of all biomedical science students agreed that they enjoyed active learning. However, greater than 55% of students were anxious about how they will perform academically in active learning environments and over 50% were nervous in large active learning spaces. Survey data from medical students showed that only 24% of first year students enjoyed active learning compared to 88% of second years. Over 70% of first year students were anxious about how they would perform academically in active learning environments compared to 34% for second years. A student focus group was conducted to discuss active learning and ways to help students reduce their anxiety to active learning.

Academics were invited to complete pre‐ and post‐active learning surveys to gauge if anxiety exists to active learning and active learning environments. Of the respondents, 43% of education‐focused (EF) academics were anxious about preparing and delivering active learning. Of the teaching/research (T/R) academics, 43% were anxious about preparing active learning but only 14% were anxious about the delivery. Most EF academics (93%) were anxious about how the active learning would be received by the students compared to 71% for T/R academics. Of the EF academics, 50% agreed they felt like a novice in a new learning environment and 43% felt anxious about changing their teaching style. Of the T/R academics, 43% felt like a novice and 29% felt anxious about changing their teaching style. When the academics were surveyed again post‐active learning, nearly all academics (> 93% EF and T/R) enjoyed delivering the active learning. The general consensus from academics post‐active learning was they felt less anxious about changing their teaching style and preparing/delivering future active learning.

Support or Funding Information

Monash University Faculty of MNHS Learning and Teaching Research Grant

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.