Active learning increases student performance in science, engineering, and mathematics

By S. Freeman, Sarah L. Eddy, Miles J. McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, M. Wenderoth. Proceedings of the National Academy of Sciences of the United States of America, 2014

8,627 citations recorded by the source corpus.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/6009556bdf3aa3a111a6ddc2c9200a59af1e13e2

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Citations in the corpus

Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content (2016, background): “ACTIVE LEARNING As biology educators, we have abundant evidence that active learning in the classroom provides clear advantages over passive encounters with course material through lecture (e.g., Knight and Wood, 2005; Haak et al., 2011; Freeman et al., 2014).”
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).”
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences (2017, background): “Although a meta-analysis of over 200 studies demonstrated the benefit of active learning over traditional lecturing in STEM environments (Freeman et al., 2014), few studies have compared the relative effectiveness of different types of active learning approaches.”
Interest Matters: The Importance of Promoting Interest in Education (2016, background): “These approaches might be usefully applied in smaller laboratory sections, which allow more flexibility (Freeman et al., 2014).”
Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis (2020, background): “The quality of classroom instruction has also been associated with children’s academic outcomes (Cohen, 1981; Freeman et al., 2014).”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, background): “Studies revealed that active learning strategies increase students’ participation in the learning environment and improved learning process and results (Freeman et al., 2014; Yılmaz, 2016).”
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, positive): “As more classrooms move to student-centered instruction [74], students are increasingly working with each other in pairs or small groups.”
An integrative review of in-class activities that enable active learning in college science classroom settings (2017, background): “Surface learning is the product of activities that demand little effort, such as listening to lecture (Freeman et al., 2014).”
The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education (2019, background): “Active learning has been tied to formal instructional events in a classroom [5,9], or at least to being introduced in a classroom [8].”
Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education (2020, background): “Many papers deal with the application of team-based learning, group-work, collaborative learning, peer-instruction in education (Davidson&Major, 2014; Freeman et al., 2014; Lasry et al., 2008; Michaelsen & Sweet, 2011; Nanes, 2014; Orzolek, 2018).”
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning (2015, background): “Because active learning is a well-documented improvement over the traditional lecture approach (Freeman et al., 2014), in order to test the effectiveness of a flipped model that necessarily It is interesting that students in both sections perceived”