Student perceptions of active learning

Abstract

A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college courses student perceptions of their impact on learning. Specifically, students were asked to engage in a variety of in-class and out-of-class exploratory writing assignments and pairs and other small group discussions interspersed among short lectures. Quantitative and qualitative data revealed students valued participating in engaging learning activities. Students also affirmed how active engagement positively impacted their learning