Instructor perceptions of active learning in higher education in Oman and students' commitment to the approach

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מידע ביבליוגרפי
הוצא לאור ב:	Learning and Teaching in Higher Education: Gulf Perspectives vol. 19, no. 1 (2025), p. 1
מחבר ראשי:	Al-Amrani, Said Nasser
יצא לאור:	Emerald Group Publishing Limited
נושאים:	Oman Pedagogy Higher education Teaching methods Culture Constructivism Accreditation School environment Student participation Quality control Learning activities Distance learning Teachers Classrooms Reflective teaching Active learning Critical thinking Collaborative learning Philosophy Digital literacy Education Educational Practices Influence of Technology Learning Strategies Educational Methods Learning Processes Learning Experience Instructional Materials Cooperative Learning Interpersonal Competence Job Skills Electronic Learning Evaluative Thinking Foundation Programs Educational Experience Lifelong Learning Learner Engagement English for Academic Purposes Constructivism (Learning) Classroom Environment Cognitive Development Educational Strategies
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תיאור
Resumen:	PurposeCreating active learning opportunities requires building a learning culture in which the instructor plays the role of a facilitator, leaving the ultimate responsibility of learning to the student. The question, however, is whether this is happening in practice. This study aims to answer this question through instructors' perceptions of active learning in a higher education institution in Oman.Design/methodology/approachThe study participants were 85 instructors working for a private university in Oman. Data were collected by surveying these instructors' perceptions of active learning practice indicators, such as active teaching strategies and student educational practices. This was followed by interviewing a random sample of the same instructors (N = 10) to obtain a deeper understanding of their implementation of the active learning approach.FindingsData collected through the survey revealed that the shift from passive to active learning in higher education in Oman created a discrepancy between instructors' willingness to practice active learning and learners' unpreparedness to become autonomous learners. The follow-up interview findings confirmed this point, revealing instructors' negative perceptions of student participation and engagement in out-of-class activities.Originality/valueThis study is among the first to investigate the application of active learning in a higher education institution in Oman from the perspective of instructors.
ISSN:	2077-5504
DOI:	10.1108/LTHE-03-2021-0025
Fuente:	Education Database