Where's the evidence that active learning works?

By Joel A. Michael. Advances in Physiology Education, 2006

1,440 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2c2142a28eab7569c1c75a93c185d3c8c5152e51

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours (2016, background): “Empirical evidence (using a variety of measures) shows that active learning is effective in a number of disciplines (Freeman et al., 2014; Hake, 1998; Michael, 2006).”
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class (2010, background): “through active engagement in class have been shown to improve student performance (Hake, 1998; Knight and Wood, 2005; Michael, 2006; Freeman et al., 2007; Chaplin, 2009).”
The Flipped Classroom: A Survey of the Research (2013, background): “The reviews of Prince [61] and Michael [52] provide a broad sweep of the literature, highlighting evidence for active learning.”
Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning (2016, background): “…or “discovery” learning [10, 11] • For collaborative and cooperative learning [12,13,14] • To facilitate student-centered, active learning [15,16,17] When technology is used to remodel learning routines, cognitive processes, problem solving, and teacher roles, our schools can realize the…”
Scientific Outreach: Toward Effective Public Engagement with Biological Science (2014, background): “The scientific-teaching literature has long demonstrated the power of active engagement in fostering learning (Handelsman et al. 2004, Michael 2006).”
Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades (2014, background): “According to Michael (2006), active learning enables students to develop mental models, test the validity of these models (an individual’s understanding), and then change potentially faulty understanding and misconceptions.”
The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education (2019, background): “For example, active learning as an instructional approach aims to enable constructivist learning by emphasizing students’ self-construction of knowledge [10,11], and students’ responsibility for their own learning [11].”
Learning analytics to unveil learning strategies in a flipped classroom (2017, neutral): “Introduction Prior education studies have consistently emphasized the importance of sustained and active student engagement to aid academic performance and achievement of learning outcomes (e.g., Michael, 2006; Hockings, Cooke, Yamashita, McGinty, & Bowl, 2008).”
Role-Playing as a Tool to Facilitate Learning, Self Reflection and Social Awareness in Teacher Education (2015, background): ““Although active learning is sometimes used synonymously with hands-on learning, it is more than activities for their own sake” (Moscovici & Nelson, 1998, p. 16).”
Extending the constructs of active learning: implications for teachers' pedagogy and practice (2011, background): “Michael ( 2006 , 160) emphasises student engagement in mental, physical and participatory learning with reflection as a key aspect of the process.”
Active learning increases student performance in science, engineering, and mathematics (2014, background): “As research continues, we predict that course designs inspired by second-generation studies will result in additional gains in student achievement, especially when the types of active learning interventions analyzed here—which focused solely on in-class innovations—are combined with required exercis”
Telling Active Learning Pedagogies Apart: from theory to practice (2017, neutral): “In schools that adhere to the constructivist epistemology, the focus shifts to students’ behavior (Michael, 2006) and learning process (Jonassen, 1999).”