Exploring Faculty Perceptions after Teaching in Active Learning Classrooms through the Lens of Transformative Learning Theory: A Case Study in a Postsecondary Setting

This qualitative study explores faculty perceptions and experiences in Active Learning Classrooms (ALCs) using Stake’s interpretive case study methodology. Focusing on both high-tech and low-tech environments, the research addresses two questions: (1) How have faculty perceptions of active learning and ALCs evolved through their teaching experiences? (2) How does the technological level of the ALC shape those perceptions? Data were gathered through interviews, focus groups, and coding matrices with faculty teaching in diverse ALC contexts. Thematic analysis revealed five core areas of influence: pedagogical strategies, institutional culture, technological integration, assessment practices, and reflective teaching. Faculty in high-tech ALCs reported increased engagement and collaboration, alongside challenges such as technological barriers and uneven institutional support. In contrast, low-tech ALCs provided discussion-friendly environments but were sometimes perceived as misaligned with institutional expectations for technology-based learning. Drawing on Transformative Learning Theory, the study interprets faculty perceptions as evolving through reflection, disorienting dilemmas, and critical engagement. Findings highlight those pedagogical shifts are not solely technology-driven but shaped by broader institutional and cultural dynamics. Recommendations include expanded institutional support, context-sensitive professional development, and alignment of assessment with active learning objectives. The study contributes actionable insights for academic leaders seeking to strengthen teaching effectiveness and student engagement across varied ALC settings.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2025

Author dc:creator

• Cheeseman, John Thomas

Advisor dc:contributor.advisor

• Clark, Douglas

Committee members dc:contributor.committeemember

• Phillipson, Andrea
• Kenny, Natasha
• Friesen, Sharon
• Leger, Andrew

• Active Learning Classrooms
• qualitative case study
• pedagogy
• instructional practices
• professional identity
• teaching and learning spaces
• faculty perceptions
• higher education

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

en

DOI

https://dx.doi.org/10.11575/PRISM/50549

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/122955.2