The aim of this paper is to present preliminary results of the evaluation study of a newly developed training program for university teachers in Croatia «Active learning and critical thinking across curriculum in higher education». The program is based on three-phases framework for teaching corresponding to the information processing model of learning (Klooster et al., 2001). Three phases are: Evocation phase, Realization of meaning phase and Reflection phase.

The program has started in 2003 and until now 187 participants from different higher education institutions and from different academic disciplines have completed it. The expected outcomes at the teacher level are defined as: ability to accept the role of teacher as facilitator of learning, attainment of teaching skills necessary to encourage students to become self-regulated learners, attainment of social skills for enhancing open communication with students, raised awareness of student diversity and their individual needs, deeper insight into one’s own motives and actions, and becoming an agent of the changing teaching practices in academic community.

Evaluation has been conducted at three levels: immediate, short-term and long-term level using both quantitative and qualitative approach. Evaluation results show that teachers perceive most of the intended outcomes as being achieved to a high degree. Moreover, their retrospective evaluations are becoming more positive over time. Average ratings for overall satisfaction with the course on a scale from 1 (poor) to 5 (excellent) are 4.56 for short-term evaluation, and 4.75 for long-term evaluation. The program evaluation will be further extended towards the examination of students' perception of the new approaches to teaching and learning.

Introduction

The inadequacy of traditional approaches to teaching as transmission of information has become more pronounced in Croatia with the implementation of Bologna process in 2001. In order to support the student-centered approach to teaching and learning in higher education, training program “Active learning and critical thinking across curriculum in higher education” (ALCT) has been developed. The aim of this paper is to report on some preliminary evaluation results of the new training program for university teachers.

Program description

The teaching model used in this program has been described as a three-phase framework for teaching with a solid theoretical base in cognitive learning theories. The initial Evocation phase is intended to help student evoke their previous knowledge, feelings and experience in order to create a context for new learning. The Realization of meaning phase represents the point where students are exposed to new information, ideas and concepts. In the Reflection phase students integrate new knowledge and test its meaningfulness and usefulness. (Klooster et. al., 2001). The ALCT goals were described in terms of expected outcomes at both teacher and student level. It has been assumed that teachers applying ALCT teaching approach will:

-         be able to accept role of teacher as facilitator of learning,

-         develop teaching skills necessary to encourage students as self-regulated learners,

-         attain social skills for enhancing open communication with students,

-         have raised awareness of student diversity and their individual needs,

-         have deeper insight into their own motives and actions and their consequences,

-         be the agents of the changing teaching practices in academic community.

Consequently, students exposed to ALCT teaching approach will:

-         show deeper understanding of material and will have richer knowledge base,

-         develop critical thinking skills and creative approach to knowledge,

-         be able to transfer and apply abstract concepts and principles in practical problem solving,

-         become responsible learners prepared for lifelong learning,

-         develop social skills important for co-operative learning,

-         become sensitive to social issues and ready to contribute to society.

Program is designed as a 60-hours course divided into 4 workshops which are being held approximately 6 weeks apart. The number of participants in the group is limited to 25. Each workshop is dedicated to specific topic explored through several ERR units. Each ERR unit is followed by reflective session were the analysis of the sequence and learning experience is conducted. Participants were required to apply new knowledge and skills in their teaching lessons as well as to exchange visits and report about it. Each workshop is accompanied by a separate volume of the training manual: 1. Active learning and ERR framework for teaching, 2. Reading, writing and discussion for critical thinking, 3. Cooperative and experiential learning, and 4. Planning and assessment of learning and teaching.

The program has started in 2003 and until now 187 participants from different higher education institutions and from different academic disciplines have completed it. The attendance is voluntary, but once enrolled the participant must complete full program in order to receive certificate. Drop out rate is about 20%.

Evaluation procedure:

The integral part of the program is multilevel evaluation procedure combining qualitative and quantitative approach:

Module evaluation (immediate): consists of daily exit logs and module evaluation sheet.

Course evaluation (short-term): at the end of the last module; includes structured questionnaires as well as creative evaluation.

Course evaluation (long-term): applied 6-8 month after training using the same structured questionnaire. At that point participants also receive their certificates.

Summary of the evaluation results - teachers' perspective:

1. Daily logs are used in order to assess the most important content learned and to check whether clarification of some issues is necessary. Between 4 to 6 requests for clarification usually appeared and immediate feedback was given on the next morning. Besides, 90% of daily comments were positive.

2. The comparison of the immediate, short-term and long-term global ratings of the program on a scale ranging from 1 (poor) to 5 (excellent) shows that the average rating for each workshop is high and corresponds to the overall short-term rating (M= 4.56). Long-term evaluation shows an increase in overall rating with the average of 4.75!

3. Qualitative data from long-term evaluations indicate the depth and breadth of changes both at the teacher and student level. Summarizing the responses, participants’ greatest satisfaction is derived from the perceived changes in students' behavior such as: greater interest for subject, more regular attendance, greater openness in communication, greater independence in learning, use of effective learning strategies and ability to think critically and creatively. The long-term evaluation revealed that participants felt successful using following methods for the enhancement of:

·              active learning in large groups (82%),

·              cooperative learning in small groups (76%),

·              critical thinking through reading, writing and discussion (74%),

·              reflection of their own work (57%),

·              experiential learning and  project teaching (41%),

·              communication about the use of innovative teaching methods (36%),

·              new ways of assessing students' performance (33%).

The following statements can serve as an illustration:  « Now, I am more satisfied with myself as a teacher. I did something important to raise my competence and it makes me happier»; or: «I almost cried when my students told me that nobody works with them like me. It was a huge gratification for me.»

The obstacles in the implementation of new skills are: insufficient preparation time, low motivation of some students for participation, too large classes, and students’ stereotypes about teaching and learning.

Conclusion

Evaluation results show that teachers perceive most of the intended outcomes as being achieved to a high degree. Moreover, their retrospective evaluations are becoming more positive over time. Thus, participants would strongly recommend this program to their colleagues because - as one of them said: «I have learned how to make impossible possible: my students are now motivated to learn!» The program evaluation will be further extended towards students' perception of new approaches to teaching and learning.