Active learning

Type

Description

Example(s)

Flipped

An active learning technique in which all or a portion of information transfer is shifted to pre-class videos and/or reading, usually accompanied by a quiz. The purpose of the shift is to free-up face-to-face classroom time to implement active learning activities. Typical active learning techniques include but are not limited to clickers, problem-based learning, case studies, or group activities. This category includes Just-In-TimeTeaching (JiTT).

Note: The distinguishing characteristic between “combination” and “flipped” is presence of pre-class videos/reading preparation that is designed to replace some or all of lecture. 

 “For each meeting, a specific topic is announced within the learning management system and it is presumed that the students have prepared themselves with the videos and the textbook [before coming to class].” Then, "a combination of lecture recordings, live coaching sessions, teaching materials (script & video) and weekly exercises and problems are offered.

… Instead of presenting the lecture content, this in-class time is used to clarify open issues, to discuss students’ questions, and to work on problems” 

Worksheets

Active learning implemented only through the use of third-party written materials. Common examples include POGILs, cases, tutorials, and other materials published by individuals other than the instructor of record. These materials may be completed individually or as part of a pair/group/team. The worksheet must be done during face-to-face meetings to be considered active learning. 

 “In practical terms, a POGIL activity starts with a model or set of data that will serve to illustrate key features of the concepts to be presented. The activity requires students to answer questions leading them to explore the model or data. At this stage, students note important relationships in the data or key features of the model. Next, students are asked critical-thinking questions leading them to form a generalized concept. Often at this stage, the vocabulary associated with the concept is introduced. Finally, application questions reinforce the concept and further enhance critical and creative thinking skills … In a POGIL classroom, students work cooperatively in small groups on the guided inquiry activities” 

Collaborative Groups/Teams

Any in-class group or partner work done using instructor-generated materials. This includes instructor generated cases, compilation of problems drawn from textbooks, university/department/instructor question banks, instructor-generated problems, instructorgenerated worksheets, class discussion on given problems, journal club activities (prep, discussion, and article related questions/projects/presentations), and any other activities that do not fall under “third party published” items. Note: Peer-led team-learning (PLTL) falls into this category. 

 “The lecture period is organized into a structured Presentation-LearningDiscussion (PLD) Cell that is presented twice per lecture: 

(1)                Presentation: The Lecturer presents a 15-20 minute lecture on the new material to the entire class section. 

(2)                Learning: An active learning example is presented, and students work in fourperson groups to collectively solve the problem over 15-minute period. The instructional team circulates throughout the hall to assist in understanding the problem. 

(3)                Discussion: The section re-convenes and the Lecturer leads a discussion on the correct and incorrect steps that were exposed from the group work. 

The lecture opens with an overview and closes with a summary of the key concepts” 

Project-Based Learning

An active learning technique in which “students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question.” Often “they demonstrate their knowledge and skills by developing a public product or presentation for a real audience.” There are many published variations of Project-based Learning, and authors rarely expanded on exactly what Project-Based Learning type/theory/published materials were used, so the blanket statement the “Project-Based Learning was used” was taken at face value. The project had to be at least partially completed in class for the technique to be considered in the study. Projects that were done out of class were not considered (even if presentations of given projects were done in-class, during the term). 

Source: What is PBL?

 “The experimental group was provided a core question that aligned with the course’s student learning objectives. The students were provided class time to work on a student-developed project that focused on answering the core question by utilizing data that provided evidence that the student groups have met the student learning objectives. The student groups presented their project to the class based on a predetermined date as documented in the syllabus.”

Problem-

Based

Learning

(PBL)

A pedagogical approach in which “students learn about a subject through the experience of solving an openended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.” The key to PBL is that students are set a task (e.g. a scenario to solve) and given little feedback/structure from the instructor. There are many published variations of Problem-based Learning, and authors rarely expanded on exactly what Project-Based Learning type/theory/published materials were used, so the blanket statement the “Problem-Based Learning was used” was taken at face value. 

Source: What is PBL?

 “The instructor introduced a new topic or section by posing a question, which required students to apply previous skill or knowledge in a new situation. The students explored the new content for a few minutes independently and then the instructor asked several students to report what they found. The instructor used students’ responses help her decide what strategy to emphasize or to clarify an idea. … These problems are non-routine meaning that each problem context and solution strategy is novel.” 

Clickers

The use of instructor-posed questions coupled with a classroom response system. Instructors often use clickers to evaluate students’ understanding in realtime, provide opportunities for students to test their knowledge, and give exposure to exam-like questions. The way clickers were used and the difficulty of the questions posed were not considered for admittance to study, except that questions could not be used solely for determining attendance. Thus, we did not consider best practices as reviewed recently by Vickrey et al. (2015) CBE-LSE 14:1-11.

 “In the experimental section of the course, the instructor required all students to purchase the “ResponseCard RF LCD” from Turning Technologies. The software is integrated with Microsoft PowerPoint and therefore the instructor was easily able to integrate new multiple choice questions into previously developed PowerPoint lecture notes. In the early part of the course, the instructor used the clickers to review quiz questions immediately after the quizzes were given, and then beginning with the 5th chapter of the course material, questions were integrated into the PowerPoint lecture notes.”  

Studio

These course designs use many active learning strategies but are distinguished by their classroom layout. Students typically sit in groups, around a table that is equipped with a computer, tablet, or simulator. Activities typically emphasize group work and the responsibility for learning is typically placed on the

“In 2009…the remodeling [of a campus building] included a full studio physics classroom with four roundtables and full internet connectivity for up to 25 students…Studio teaching is currently done [in this classroom] in three two-hour weekly sessions in which lecture,

students. Instructors provide information by short lectures, when needed. 

Source: What is a studio classroom?

experiments and numerical and conceptual problem solving discussions are interspersed in every session. Normally three to four short experimental activities are done per week, all using real-time data acquisition portable systems … 

Combination

This is a catch-all category for studies that implement more than one of the above-described active learning interventions. 

 “This paper describes how project-based learning and cooperative learning have been used to teach the topics of power supplies and photovoltaic electricity within two elective undergraduate courses. A project is carried out for each of the two topics.” Here “cooperative learning” referred to jigsaw exercises. If the jigsaw activities were not part of the course, this source would fall under Project Based Learning.

 “… all three lectures per week spent on POGILs…after the second exam, mini lectures and concept mapping were introduced into the formerly all-POGIL time and additionally instructor lectured on material in the POGILs rather than having students learn by reading about it.”  Because the assessment was the final exam, the treatment combined POGILs and concept mapping.  

Other

This category encompassed any active learning technique that is not represented above as well as sources where the explanation of the active learning type was not clear. Examples include Concept Mapping (individually, in class), Physics Inspired Lecture Techniques (PERL), Interactive Engagement (IE), and Modified Moore Method (MMM).

 “In this study, one section of undergraduate … class was taught using the Modified Moore Method, a studentcentered inquiry based approach.”