Many of my students resist active learning. They don’t seem to understand the value of this type of learning experience. What can I do?

It helps to first try to understand why students are showing resistance. It could be because of assumptions they are bringing with them based on previous negative experiences with active learning. However, student resistance often comes from a place of confusion or fear. They may be uncertain about this type of learning experience and their new responsibilities. They may be afraid of making mistakes or not knowing the “right” answers.

Here are a few resources to help you, and your students, work through this resistance:

10 Strategies to Encourage Students to Actually DO the Pre-Class Work in Flipped and Active Learning Classrooms (free whitepaper)
One of the ways students show resistance is by coming to class unprepared. In this whitepaper, you’ll learn where this behavior might be coming from and what you can do to address it.

5 Ways to Address Student Resistance in the Flipped Classroom (Fractus Learning article)

5 Ways Students Say Their Role Changes in the Flipped Classroom (blog post)
I decided to go straight to the source and ask the students how they see their role in the flipped classroom. Here’s what they had to say!

Try the ‘C3B4Me’ Policy to Encourage Students to Become Self-Directed Learners in the Flipped Classroom (Fractus Learning article)
Support students through the process of taking responsibility for their own learning by integrating these types of policies into your syllabus. Here’s one I’ve used called ‘C3B4Me which I introduce on the first day of class to begin a conversation about roles, responsibilities, and expectations.