Direct instruction or active learning? The spectrum of first-year university teaching practices

ABSTRACT

This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination of more or less frequent use of direct instruction and active learning. Cluster analysis was used to identify practice profiles by considering each of the three practice areas separately. This analysis reveals that teachers whose preparation corresponds to active learning methods rely more on teaching resources, but also on their expertise in the subject. The profiles of teaching implementation show a division between direct instruction and active learning methods, with specific profiles associated with either the use of flipped classrooms or serious games. It appears that the teachers who make the most use of digital technology to get their students active are also those who use it most to deliver content. Results also show that the majority of teachers are involved in a transition to active learning, but that half still alternate it with direct instruction.

KEYWORDS:

• Teaching profiles
• teaching practices
• active learning
• technology
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics statement

The study received formal approval of the Research Ethics Committee of the University of Montpellier (number UM 2023-035).