Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex.

By D. Allen, Kimberly Tanner. Cell Biology Education, 2005

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Examining the benefits and challenges of using audience response systems: A review of the literature (2009, methodology): “questions Time consuming to create ARS questions Allen and Tanner (2005), Beatty et al. (2006), Boyle (2006), El-Rady (2006), Fagan et al.”
Clickers in the large classroom: current research and best-practice tips. (2007, background): “Some educators recommend using these breaks for relevant demonstrations or activities, including a “debriefing” at the end to ensure that students get the point (Middendorf and Kalish, 1996; Allen and Tanner, 2005).”
Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, background): “Allen and Tanner (2005) define active learning as “seeking new information, organizing it in a way that is meaningful, and having the chance to explain it to others.””
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class (2010, methodology): “Adoption of incremental changes rather than an abrupt class overhaul has been advocated as a more feasible strategy for moving in the direction of creating learner-centered environments in large classes (Bonwell and Eison, 1991; Allen and Tanner, 2005).”