UGA’s Active Learning Initiative in the Scholarly Research

Doolittle, P., Wojdak, K., & Walters, A. (2023). Defining Active Learning: A Restricted Systemic Review. Teaching and Learning Inquiry11. (HERE)

What is active learning? While active learning has been demonstrated to positively impact student learning and performance, defining the concept has been elusive. Previous research examining active learning definitions in STEM fields found that the vast. Most published articles did not define active learning, and those that did defined active learning as interacting, engaging, or not lecturing. The current research extends this STEM-focused work by examining social science and STEM science publications. A restricted systematic literature review was conducted using the SCOPUS database, resulting in 547 relevant articles focused on active learning from 2017 to 2022. An examination of the articles indicated that 71% of the reviewed articles did not define active learning and that the instructional strategies most often cited as fostering active learning emphasized social interactive learning strategies (e.g., small groups, team-based learning, discussion, and cooperative learning), as well as critical thinking strategies (e.g., problem-based learning, case-based learning, and inquiry-based learning). In addition, an in-depth qualitative analysis of the 161 definitions provided within the articles yielded three main emergent themes: (a) active learning is defined as grounded in student-centered constructivist theory, (b) active learning is defined as promoting higher-order thinking and deep learning, and (c) active learning is defined as an instructional strategy involving activity, participation, and engagement. Given these main findings, a representative definition was created: Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking.

To expand and reify active learning in higher education, various colleges and universities have included active learning in their guiding principles or academic structure. For example, the University of Georgia created an Office of Active Learning at the provost level and has included active learning as the center of their accreditation Quality Assessment Plan.

Supiano, Beckie. (2023). Which Is Better, Active Learning or Lecture? It’s Not So Simple. Chronicle of Higher Education. (HERE)

The fact that active learning can go wrong underscores the need for colleges to better support instructors as they pursue it. That’s been top of mind for Meg Mittelstadt, director of the teaching center at the University of Georgia, because her university is working to create a culture of active learning to fulfill the Quality Enhancement Plan required by its accreditor…

What is active learning? While active learning has been demonstrated to positively impact student learning and performance, defining the concept has been elusive. Previous research examining active learning definitions in STEM fields found that the vast. Most published articles did not define active learning, and those that did defined active learning as interacting, engaging, or not lecturing. The current research extends this STEM-focused work by examining social science and STEM science publications. A restricted systematic literature review was conducted using the SCOPUS database, resulting in 547 relevant articles focused on active learning from 2017 to 2022. An examination of the articles indicated that 71% of the reviewed articles did not define active learning and that the instructional strategies most often cited as fostering active learning emphasized social interactive learning strategies (e.g., small groups, team-based learning, discussion, and cooperative learning), as well as critical thinking strategies (e.g., problem-based learning, case-based learning, and inquiry-based learning). In addition, an in-depth qualitative analysis of the 161 definitions provided within the articles yielded three main emergent themes: (a) active learning is defined as grounded in student-centered constructivist theory, (b) active learning is defined as promoting higher-order thinking and deep learning, and (c) active learning is defined as an instructional strategy involving activity, participation, and engagement. Given these main findings, a representative definition was created: Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking.