Student Buy-In to Active Learning in a College Science Course.

ABSTRACT: The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient i

SUBMITTER: Cavanagh AJ 

PROVIDER: S-EPMC5132373 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature