Active learning

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Active learning is the process of engaging with students in class through active means such as discussions and group work, as opposed to passively listening to an expert or a teacher. The in-class inquiry and cooperative learning activities emphasizes higher-order thinking. Freeman et al. found that active learning produces significant improvement in student performance across all STEM disciplines.

Evidence of Active

Freeman et al. (2014) conducted a metaanalysis of 225 studies that compared student performance under traditional lecturing versus active learning in STEM undergraduate courses. The results showed that average exam scores improved by 6% in active learning sections and students in traditional lecturing sections were 1.5 times more likely to fail the course. The effects held across all STEM disciplines and all class sizes although it was greatest in small classes. The paper supports "active learning as the preferred, empirically validated teaching practice in regular classrooms."

Lorenzo et al. (2005) investigate the effects of active learning in a introductory physics course at Harvard University. The results showed that interactive teaching methods not only improved understanding for both male and female students but reduced the gender gap by increasing female understanding significantly more. The study varied levels of activity in courses and found that the most interactive course almost entirely eliminated the gender gap.


One-minute papers serves as a way to seal ideas in students' minds, develop critical thinking skills, and provide feedback on how much of the material have been understood.

Peer instruction modifies the traditional lecturing by breaking up the lecture in short 10-15 minute segments. Between these short lectures, conceptual questions are discussed by students in small groups to address difficulties that students may face during class time (students are expected to do readings before class in order to participate).

How to Employ Active Learning