Does Active Learning Achieve Desired Outcomes: Conflicted Pedagogy?

Abstract

Accreditation organizations have asked for increasing amounts of “active” and “self-directed” learning as a means to enhance student engagement and development of higher order skills. In response to calls for reform, colleges and universities have modified their curricula to include more student-centered learning opportunities and less reliance on traditional didactic lecture. Although the preponderance of evidence indicates the effectiveness of active learning strategies, there are conflicting reports in the literature. This article shares possible reasons for contrasting results and encourages all faculty to utilize a scholarly approach in evaluating methods applied in the classroom. doi: 10.21692/haps.2017.019