What the Research Says about Active Learning – and What it Doesn’t
Estrella Johnson — Virginia Tech
Abstract
The research literature in undergraduate mathematics education, and other STEM education fields, is showing a general convergence towards the position that actively engaging students during classroom instruction improves learning and persistence outcomes. In this talk I will provide an overview of the preponderance of research on the use of “active learning” in undergraduate STEM courses, calling specific attention to the consensus findings of this body of work. I will also discuss what we know about how instructor attitudes, local supports, and departmental environments are related to increased usage of active learning. However, in order to contextualize these findings, I will also draw out the nuances and considerations that challenge the oversimplified idea that “any active learning is better for all students”.