The following quote is from the Inside Higher Ed article: The Dangers of Fluent Lecture and points to the key findings of this research.
“A study says smooth-talking professors can lull students into thinking they’ve learned more than they actually have — potentially at the expense of active learning. Students who engage in active learning learn more — but feel like they learn less — than peers in more lecture-oriented classrooms. That’s in part because active learning is harder than more passive learning, according to a new study in Proceedings of the National Academy of Sciences.”
The Dangers of Fluent Lectures – https://www.insidehighered.com/news/2019/09/09/study-how-smooth-talking-professors-can-lull-students-thinking-theyve-learned-more
This is the study (the primary sources) that that article is referring to:
Measuring actual learning versus the feeling of learning in response to being actively engaged in the classroom – https://www.pnas.org/content/pnas/116/39/19251.full.pdf
