![]() ![]() When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.įollowing each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions. In a subsequent class, the two groups were reversed. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.įor the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.” ![]() The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating. ![]() In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty, senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin, and Kristina Callaghan, now a physics lecturer at the University of California, Merced. Perhaps they actually felt like they learned more from lectures than they did from active learning.” “Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. But many students and faculty remained hesitant to switch to it. He published a key study in Science in 2011 that showed just that. Lead author Louis Deslauriers, the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies. For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.Īnd a new Harvard study suggests it may be important to let students know it. ![]()
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