Van Amburgh Jenny A, Devlin John W, Kirwin Jennifer L, Qualters Donna M
Bouvé College of Health Sciences, Northeastern University, Boston, MA 02115, USA.
Am J Pharm Educ. 2007 Oct 15;71(5):85. doi: 10.5688/aj710585.
To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool.
The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions.
Per lecture, 13 (range: 4-34) episodes of active learning encompassing 3 (range: 2-5) different types of active learning occurred over 2.2 minutes (0.6-16) per episode. Both interobserver (> or = 87%) and observer-instructor agreement (> or = 68%) were high for these outcomes.
The Active-Learning Inventory Tool is a valid and reliable tool to measure active learning in the classroom. Future studies are needed to determine the impact of the Active-Learning Inventory Tool on teaching and its usefulness in other disciplines.
开发一种适用于大教室的有效且可靠的主动学习评估工具，并使用该主动学习评估工具比较教师对主动学习的看法。
利用已发表的文献开发主动学习评估工具，并由教育研究领域的国家专家进行验证。由经过培训的教师使用主动学习评估工具观察9场药学讲座，以此确定其可靠性。随后对教师进行访谈，以了解他们对主动学习的看法，并要求他们分享观点。
每场讲座中，共出现13次（范围：4 - 34次）主动学习环节，涵盖3种（范围：2 - 5种）不同类型的主动学习，每次主动学习环节时长为2.2分钟（范围：0.6 - 16分钟）。这些结果的观察者间一致性（≥87%）和观察者与教师间的一致性（≥68%）都很高。
主动学习评估工具是一种用于衡量课堂主动学习情况的有效且可靠的工具。未来需要开展研究以确定该主动学习评估工具对教学的影响及其在其他学科中的实用性。
