Table 2 Coding scheme with definitions

Clearly explained the purpose of the activities.

Explain the purpose.

Providing students with a rationale for using active learning in the classroom by explaining how the activities relate to their learning, connecting the activities with course topics, discussing their relevance 7to industry, etc.

Discussed how the activities related to my learning.

(Emergent strategy)

Explain course expectations.

Communicating overall course expectations for student participation at the beginning of the semester

Clearly explained what I was expected to do for the activities.

Explain activity expectations.

Providing explicit instructions about what students are expected to do for a specific active learning exercise

Confronted students who were not participating in the activities

Approach non-participants.

Confronting students who are not participating in activities by physically approaching them, calling on them during more structured lecture, etc.

Encouraged students to engage with the activities through his/her demeanor.

Assume an encouraging demeanor.

Establishing verbal or non-verbal cues such as setting a tone for risk taking, caring about students’ success, encouraging responses by using uncomfortable silences, etc.

(Emergent strategy)

Grade on participation.

Using points or grades to encourage participation

Walked around the room to assist me or my group with the activity, if needed.

Walk around the room.

Walking around the room during active learning instruction

Solicited my feedback or that of other students about the activities.

Solicit student feedback.

Encouraging students to provide feedback about an in-class activity

Invited students to ask questions about the activities.

Invite questions.

Prompting students to ask questions about an in-class activity during that activity

(Emergent strategy)

Develop a routine.

Establishing an “active learning” routine by having a standard type of “bell work,” using a systematic approach to interact with students during an activity, regularly calling on students by name, etc.

(Emergent strategy)

Design activities for participation.

Structuring an activity so that students will be more likely to engage in active learning by creating student groups, reframing tasks, etc.

(Emergent strategy)

Use incremental activities.

Integrating support mechanisms to help students accomplish more complex tasks by giving hints, decomposing a problem into parts, etc.