Purpose

Although active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).

Design/methodology/approach

The CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.

Findings

The findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.

Practical implications

The primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.

Originality/value

The model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

中文翻译：

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高等教育主动学习能力成熟度评估模型

目的

尽管主动学习方法被认为是实现预期教育需求的有效手段，但在实践中，教与学过程仍然普遍存在传统教育学方面的特征。因此，科学、技术、工程和数学 (STEM) 教育的教学创新是在特定学科、项目或部门中孤立地进行的。为了应对这些挑战并激发有用的教学创新，本研究旨在提出主动学习能力成熟度模型（CMMAL），用于评估高等教育机构（HEIs）主动学习方法的成熟度水平。

设计/方法/方法

CMMAL 为规划和决策提供输入，识别变量，例如教学和学习过程的当前状态、项目管理、团队发展、资源和基础设施的分配以及评估和评估方法的选择。从相关文献中，确定了影响主动学习的主要方面并将其纳入模型的结构中。接下来，对 295 位 STEM 教授和专家进行了一项调查，以验证所提出模型的范围。

发现

研究结果表明，CMMAL 的贡献主要在于：（1）评估高等教育中主动学习方法的成熟度；（2）促进高校主动学习实践的制度化，以尽量减少与传播新教学实践相关的一些问题。

实际影响

我们研究的主要实践和学术贡献是提出了一个范围与高等教育机构实施主动学习方法的需求相兼容的人工制品。本文介绍了当前 STEM 教育主动学习文献的不同视角，介绍了一个有助于与有兴趣更好地理解和提高以学生为中心的教学法绩效的高等教育机构进行对话的模型。

原创性/价值

该模型还为寻求提高绩效和改变围绕主动学习方法的文化的高等教育机构提供信息并提出具体建议。