American Research Journal of Humanities and Social Sciences

Effective teaching approaches require a lot of time investment in student activities during the class period and lead to less coverage of the syllabus. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common hindrance in adopting student active teaching. To address these widely recognized inhibiting factors the authors implemented a new active learning approach. This approach is based on the students’ presentation and hence termed as the Student Presentation Based-effective Teaching (SPET). The SPET approach was designed to address the key components of effective teaching. However, to understand the efficacy of SPET for different instructors it was implemented into five courses. This study presented the responses and insights garnered from the different instructors who participated in the study. Employing the case study methodology participating instructors reflected their views about the advantages and challenges associated with the adaptation of SPET as compared to lecture based designed courses. The results provided implication for instructional strategies that instructors can consider when integrating active-learning approaches in their courses.