Having a rare opportunity to conduct staff development training in the area of curriculum and instructional design with theological educators in Santiago, Cuba, the researcher examined the participants' attitudes and perceptions to a variety of active learning techniques. The research design included a mixed-method approach including observations, an open-ended survey, and a Likert-scale questionnaire. The Cuban educators indicated positive reactions to all the instructional methods and indicated plans to include these techniques in their curriculum in the future.
BainK. (2004). What the best college teachers do.Cambridge, MA: Harvard University Press.
2.
CreswellJ. W. (2007). Qualitative inquiry and research design: Choosing among five approaches.Thousand Oaks, CA: Sage.
3.
EsquedaO. J. (2003). Theological higher education in Cuba: A case study of the Eastern Cuba Baptist Theological Seminary. (Doctoral dissertation). Retrieved from University of North Texas Digital Library. (3106879)
4.
FerdinandoK. (2013). Jesus, the theological educator. Themelios, 38(3), 360–374.
5.
LeedyP. D., & OrmrodJ. E. (2001). Practial research: Planning and design.Upper Saddle River, NJ: Merrill Prentice Hall.
6.
LingenfelterJ. E., & LingenfelterS. G. (2003). Teaching cross-culturally: An incarnational model of learning and teaching.Grand Rapids, MI: Baker Academic.
7.
OlivaP. J. (1997). Developing the curriculum.New York: Longman.
8.
PlueddemannJ. E. (2009). Leading across cultures: Effective ministry and mission in the global church.Downers Grove, IL: Intervarsity Press.
9.
WillisJ. W. (2007). Foundations of qualitative reserach: Interpretive and critical approaches.Thousand Oaks, CA: Sage.
