Does Active Learning Work?
Over the years I have shared many articles and examples of active learning. As well, many of you have shared your methods for engaging students in and beyond the formal classroom. This week I would like to share an article that might help us continue to refine our ideas and approach to active learning. The article is entitled, “Defining Active Learning: A Restricted Systematic Review” by Doolittle, Wojdak & Walters (2023). Chances are high that each of you already integrate some type of active learning into your instruction. I would like to share the following types that were identified through this research to provide a substantial list and also to assist those of you who might be considering adding additional active learning strategies to your teaching approach:
Project-based learning
Problem-based learning
Group Work
Jigsaw
Team-based learning
Discussions
Case-based learning
Simulations
Cooperative/collaborative learning
Games
Student response systems (Poll Everywhere, Kahoot, Mentimeter, Answer Garden, etc.)
Role playing
Inquiry-based learning (Socratic)
Debates
A restricted systematic review of literature was conducted using the SCOPUS database, resulting in 547 relevant articles on active learning from 2017 to 2022. Most often definitions included emphasized social interactive learning strategies (e.g., small groups, team-based learning, discussion, and cooperative learning), as well as critical thinking strategies (e.g., problem-based learning, case-based learning, and inquiry-based learning). In addition, an in-depth qualitative analysis of the 161 definitions provided within the articles yielded three main emergent themes: (a) active learning is defined as grounded in student-centered constructivist theory, (b) active learning is defined as promoting higher-order thinking and deep learning, and (c) active learning is defined as an instructional strategy involving activity, participation, and engagement. Given these findings, a definition was created: Active learning is a student- centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking.
In summary, the authors propose that instead of asking “does active learning work” (because we now know empirically that it does), perhaps we should ask “which active learning methods, delivered by which teachers, in which contexts, lead to educationally significant, long-term benefits for which students, and are the benefits meaningfully superior to those of traditional teaching methods?”
References
Doolittle, P., Wojdak, K., & Walters, A. (2023). Defining active learning: A restricted systematic review.” Teaching & Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.25
