Research shows disconnect between results and students' perceptions of active learning

educationdive | October 23, 2019

Research from Harvard University finds what students feel works in the classroom doesn't necessarily line up with what actually does, as demonstrated by their belief that they learn more from lectures despite assessment results showing active learning methods are more effective, Edutopia reports. The study divided classes in half, with one group taught through active learning methods and the other through lectures. The groups were then flipped, and when students were asked which approach they found more effective, most chose the lecture model despite active learning producing better academic results. Because of this perception, Edutopia Research and Standards Editor Youki Terada suggests educators try to persuade students of active learning's benefits to them and their educations, guiding the development of metacognitive skills while explaining that education is rarely a straight-forward process and that struggle can be productive.

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Geoscience educators in UCalgary's Faculty of Science combine mixed reality (MR) HoloLens technology with the study of our planet’s landscape for unique immersive educational experience.

Spotlight

Geoscience educators in UCalgary's Faculty of Science combine mixed reality (MR) HoloLens technology with the study of our planet’s landscape for unique immersive educational experience.

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