Qualitative analysis of students’ perceptions of active learning practices in a highly structured microbiology course provides support for implementation of flipped and interactive classroom activities

Despite evidence that active learning practices (ALPs) increase student success and reduce the opportunity gap in historically marginalized students, lecturing alone is still being used as a primary teaching strategy. Perceptions that students do not view ALPs positively, resulting in negative course evaluations, are one of the barriers to ALP incorporation. It is unclear how students, in a highly structured course that includes diverse ALPs, perceive these practices in addition to in-person, synchronous lecturing. To fill this gap, we surveyed students in a mid-level undergraduate General Microbiology course, comprising 60-150 students, that incorporates moderate to high levels of ALPs, including interactive lecturing, collaborative work, and flipped sessions, in addition to traditional lecturing. We used inductive qualitative analysis of three open-ended questions to evaluate students' perceptions of classroom activities in terms of perceived pedagogical value (i.e., helping reach learning objectives), perceived enjoyment, and overall value of the activity (i.e., would like to see this type of activity in future courses). We show that most students perceive lecturing, followed by flipped activities, as the strategies that best help reach the learning objectives. Similarly, most students enjoy flipped activities the most and would like to see these types of activities in future courses. Students also perceive ALPs as complementary to lecture, particularly by helping improve understanding and providing opportunities to apply concepts. Our data should encourage faculty to incorporate more ALPs into their curriculum; in particular, flipped and interactive activities.