Students’ experiences of active engagement through cooperative learning activities in lectures

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The impact of cooperative learning on student engagement: Results from an intervention (2013, background): “While Vreven and McFadden (2007) found that students did not benefit from cooperative learning activities in lectures, students in a study by Cavanagh (2011) greatly valued opportunities for engaging in lectures by means of cooperative learning activities.”
The flipped classroom and cooperative learning: Evidence from a randomised experiment (2016, background): “Although the flipped classroom may seem particularly suited for active learning activities, it is acknowledged that more traditional lecture-based instruction may also contain some active learning components (Cavanagh, 2011).”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “…deep learning (Kahu, 2013; O’Flaherty and Phillips, 2015), self-regulation, time and effort invested in studying, interaction and participation (Cavanagh, 2011; Kahu, 2013; Pye et al., 2015; Zepke and Leach, 2010), feelings of autonomy, and choice and control (Hagel et al., 2012; Kahu, 2013;…”
Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “In particular, students valued the variety of activities, especially the opportunities for small-group and whole-class discussions (Cavanagh, 2011).”