Table 9 Overlap in top reported barriers to instruction from qualitative and quantitative data
Top Likert scale barrier questions | Top qualitative barrier category descriptions |
|---|---|
I do not have time to develop any new activities for my class—my workload is too high. (n = 47) | Lack of prep time and lack of time in general, attributed to various reasons including: • A focus on research work over teaching • Too heavy a workload (courses, research, other academic responsibilities) • The need to focus on research for grant money and salary • Financial help or release to develop a new class is not supported by university |
Faculty reward structures (e.g., tenure and promotion) favors effort spent on research over effort spent teaching. (n = 46) | Financial support or teaching releases to re-design classes, as well as department chairs, deans, and/or the school not valuing time spent on teaching |
The classrooms available for my course are inappropriately designed to implement active learning activities (e.g., fixed chairs, lecture hall). (n = 39) | The lack of appropriate classrooms, including a lack of available active learning classrooms and not having the needed reliable technology in classrooms |
Students do not come prepared for in-class activities. (n = 38) | Student-related barriers include: • Student resistance (e.g., student attitudes, motivation, and participation in class) • Variation in student preparation (e.g., wide disparity in student abilities, lack of student preparation for classes) |