Faculty Perceptions About Barriers to Active Learning

Abstract Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues directly impacting faculty, and pedagogical issues. While many of the faculty perceptions are correct, others are not. Understanding teachers' perceptions about the barriers to active learning in their classrooms is the first step in devising strategies for helping faculty change the way they teach. Keywords: active learning faculty development perceptions