A recent thought-provoking study compared student perceptions and learning in active learning activities vs. traditional lectures in a college physics class. The study, led by Dr. Louis Deslauriers and his co-authors, sheds light on a fascinating paradox between perceived and actual learning outcomes.
The Experiment
In the 15-week introductory physics class at Harvard University, students experienced both traditional lectures and active learning methods. For the first 11 weeks, an experienced instructor used standard teaching techniques. In the 12th week, half of the class was randomly assigned to a classroom with active learning, while the other half continued with traditional lectures. The roles were reversed in the subsequent class. Notably, both groups covered identical content; the only difference was the mode of engagement with the material.
The Findings
After each class, students were surveyed on their perceptions of learning, and they took tests consisting of 12 multiple-choice questions to assess actual learning. The results revealed a stark contrast: students reported feeling like they learned more from traditional lectures, but they actually scored higher on tests following active learning sessions. This intriguing phenomenon was described as a “strong anticorrelation” between the feeling of learning and actual learning outcomes.
What Does This Mean?
These findings challenge the notion that students’ perceptions of learning always align with their real learning gains. While students may initially prefer traditional lectures, active learning methods appear to yield superior results in terms of knowledge retention and application.
The Bigger Picture
The study’s authors emphasize that the results do not suggest that students dislike active learning. In fact, many studies, including experiences at Harvard, have shown that students appreciate active learning once they realize its positive impact. Overall course evaluations often improve when active learning is implemented. This research underscores the significance of evidence-based teaching practices and highlights the potential for transformative effects on student learning through active engagement. As educators, it encourages us to consider both perceived and actual learning outcomes when designing our teaching strategies.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. https://doi.org/10.1073/pnas.1821936116