Active Learning

Active Learning

Page contents

Overview

active learning icon

Active learning is a pedagogy focused on improving student performance through a steady exchange of feedback between instructor and students over the course of a semester. In a traditional lecture model, students spend the majority of their class time listening and have only a few opportunities to get feedback on their learning (usually via exams or papers) spaced at intervals across the semester. In an active learning classroom, students have frequent opportunities to test their knowledge and reflect on their learning.  Faculty are able to use the results of these activities to tailor their instruction to better support students’ learning.

Research shows that student engagement in active learning processes stimulates cognitive structures that deepen understanding and challenge misconceptions (Zull, 2012). Strategies for active learning include introducing collaborative project-based learning, flipped classes, group problem-solving sessions, use of in-class polling, multimedia content creation, and peer teaching.  

Designing

Our office can provide guidance and support as you consider incorporating active learning approaches in your teaching.

Research has shown that learner attention starts to wane after 10-20 minutes of passive listening. We will help you divide your lectures effectively, interspersing content delivery with student engagement techniques. We can identify ways to add multimedia elements like images, video, and audio to lectures to further stimulate attention. We are here to assist you in thinking about how and why technology-enhanced interventions can maximize student attention and improve learning outcomes.

Simple strategies include thinking about what can be done outside of class. If you find yourself running out of time to cover essential content, then think about what students can prep before or after class. This is the basis of the flipped classroom model, which frees up in-class time for more hands-on activities. Incorporating group activities allows students to learn socially, can increase motivation, and challenges students to confront difficult information.

We suggest starting small – first incorporating a single activity throughout the semester. This will allow you to gauge what works best with your teaching style and student population.

Implementing

Bringing active learning into the classroom means creating thoughtful learning experiences for students. We encourage transparency and collaboration with students. Explaining the purpose of the learning experiences and soliciting feedback will improve students’ participation and satisfaction.

Sometimes instructors worry that introducing a lot of new opportunities for feedback will create an overwhelming amount of grading, but many of the most effective activities can be automated, self-graded, or peer-graded. Remember, the goal is to give learners more low-stakes opportunities to gauge their own learning so that they can adjust their methods and improve their performance on high stakes assessments such as exams, projects, and papers.

Millis (2012) offers research-based examples of active learning strategies. Additional strategies are outlined below.

Suggestions for making lecture-based courses more active involve:

  • introducing project-based learning: have students work in small teams to complete a common learning goal
  • flipping content selectively: relegate fact-based lectures to online modules that students do outside of class
  • having small groups of students recap core lecture materials for the class
  • using student polling for in-class question and answer
  • creating active problem-solving opportunities

Suggestions for making discussions more active include:

  • forming small groups of students to lead class discussions and generate discussion questions
  • breaking into small groups to discuss first and then revert to whole class discussion
  • using techniques such as think-pair-share and knowledge mapping to articulate what students have learned
  • having students take turns in different roles in the discussion process

We are happy to provide additional information on tools to support class discussion.  Reach out to us at fas-edtech-group@nyu.edu for a consultation.

Assessing

Evaluating the effectiveness of active learning strategies is two-fold, requiring us to consider both student learning and the strategy itself.

When creating an active learning experience, consider how you will evaluate student success. You may want to use both summative and formative measures to ensure students have met the learning objectives. Clearly communicate participation requirements and evaluation standards to students.

Assessing the effectiveness of the active learning strategy will help you iterate and refine classroom activities. Soliciting student feedback through reflection on their own learning will give you insight into perceptions of the strategy. Comparing student success in a class that uses active learning strategies and one that does not may prove useful, as well as considering samples of student work before and after an active learning strategy is implemented.

Examples

  • Quarks to Cosmos: Prof. Allen Mincer [Physics] flipped his lecture content, eliminating the need for a required textbook, and utilizes class time for small group problem-solving activities to develop deeper engagement and conceptual understanding [NYU FAS – CORE]
  • General Physics 1 and 2: Prof. Andre Adler discusses the use of student response systems to promote group work and engagement in his large lecture courses [NYU CAS – Physics]
  • Introduction to Physics: Prof. Eric Mazur discusses uses of clicker technology and active problem solving [Harvard – Physics]
  • General Chemistry: Prof. John Halpin uses peer review and polling technology to engage students in large lecture [NYU CAS – Chemistry]
  • Introduction to Microeconomics + Macroeconomics: Prof. Marc Lieberman developed interactive modules and animations to increase learning and promote engagement [NYU CAS – Economics]
  • Visible and Invisible Cities (log in with NYU credentials): Prof. Virginia Cox has students complete creative projects to connect more deeply with literary texts [NYU FAS – CORE]
  • Social and Cultural Foundations: various sections of Social and Cultural Foundations use a collaborative website for peer teaching and content creation [NYU Liberal Studies]

Resources

Templates & Guides

Research