Challenges and motivation for teachers transitioning to active learning spaces

Abstract

ABSTRACT Research indicates that active learning and Active Learning Spaces (ALSs) may improve student learning. Four teachers in mathematics and statistics at a Norwegian university are examined as they transition to ALSs. The teachers’ experiences were analyzed using grounded theory which resulted in the three categories presenting what the teachers perceived as significant challenges to overcome when transitioning to the ALSs. The three categories are Engaging Students, Building Student Relations, and Developing Teaching Strategies. These categories were examined for how the teachers addressed the challenges and their motivation for using ALSs. The teachers felt it was necessary to handle all three categories well to benefit from the ALSs, further motivating active learning and ALS use. However, poor handling of the challenges reduced the teachers’ motivation. This study was guided by action research and is part of a more extensive study that looked at the student perspective.