What changes when university students do more than listen?
In 2014, researchers combined 225 studies comparing traditional lectures with active learning in undergraduate science, technology, engineering, and mathematics. The review found better average performance with active learning, but the activities varied widely. Its results invite a closer look at what students were doing and what the studies actually measured.
Questions you could explore
- What counted as active learning in the review?
- How far can findings from undergraduate STEM courses travel to other settings?
Start reading
- Proceedings of the National Academy of Sciences; University of Washington-hosted copyActive learning increases student performance in science, engineering, and mathematics
The 2014 paper reviews 225 undergraduate STEM studies and discusses how widely active-learning methods differed.
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