The statement “we learn by doing” could be considered common sense. Perhaps it is stating the obvious and yet too many in the academic community need still need to be convinced of this fact. Freeman et al. revealed in their meta-analysis of 225 studies that compared science, technology, engineering, and mathematics (STEM) classes that:
average examination scores improved by about 6% in active learning sessions, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.” (p. 8410)
While the 6% increase in test scores may not seem overly significant, it can make the difference between a pass or a fail. Furthermore, the data does reveal that active learning does reduce the chances of failure.
Carl Wieman, a Nobel-winning physicist who now does research on teaching and learning, argues that this extensive quantitative analysis by Freeman et al. on active learning in college and university STEM courses provides evidence:
that it is no longer appropriate to use lecture teaching as the comparison standard, and instead, research should compare different active learning methods, because there is such overwhelming evidence that the lecture is substantially less effective. (8320)
We must be careful to not jump to unrealistic conclusions and suggest that we stop lecturing all together. This isn’t reasonable because there are times when explaining concepts to students or sharing expertise is the most effective thing to do. There will always be a place for lecturing but the data is suggesting that the role should be diminished and greater emphasis should be placed on active learning activities.
For those who have been studying learning approaches these findings are not new. Active learning research has revealed that active learning approaches consistently provide better learner achievement than lecture only approaches. If we really want to be evidence-based then we need to stop comparing active learning approaches to the lecture and start exploring what active learning activities work best in what situations.
Determining what activities work best in what context is central to blended-learning. The reason well design blended learning is working is that most of the blended activities that get added to the learning environment have an active learning perspective. The key is the purposeful design of the learning environment starting with a clear overall course goal and well aligned outcomes, activities and assessments. All factors have to be taken into consideration and we must not loose site of the fact that our learner learn by doing.
References:
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
Weiman, C.E., (2014. Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8319-8320.
