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Demystifying the Meaning of Active Learning in Postsecondary Biology Education.

ABSTRACT: Active learning is frequently used to describe teaching practices, but the term is not well-defined in the context of undergraduate biology education. To clarify this term, we explored how active learning is defined in the biology education literature (n = 148 articles) and community by surveying a national sample of biology education researchers and instructors (n = 105 individuals). Our objectives were to increase transparency and reproducibility of teaching practices and research findings in biology education. Findings showed the majority of the literature concerning active learning never defined the term, but the authors often provided examples of specific active-learning strategies. We categorized the available active-learning definitions and strategies obtained from the articles and survey responses to highlight central themes. Based on data from the BER literature and community, we provide a working definition of active learning and an Active-Learning Strategy Guide that defines 300+ active-learning strategies. These tools can help the community define, elaborate, and provide specificity when using the term active learning to characterize teaching practices.

SUBMITTER: Driessen EP

PROVIDER: S-EPMC8693947 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Demystifying the Meaning of Active Learning in Postsecondary Biology Education.

Driessen Emily P EP Knight Jennifer K JK Smith Michelle K MK Ballen Cissy J CJ

CBE life sciences education 20201201 4

Active learning is frequently used to describe teaching practices, but the term is not well-defined in the context of undergraduate biology education. To clarify this term, we explored how active learning is defined in the biology education literature (<i>n</i> = 148 articles) and community by surveying a national sample of biology education researchers and instructors (<i>n</i> = 105 individuals). Our objectives were to increase transparency and reproducibility of teaching practices and researc ...[more]

PMID: 33001767

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Project description:IntroductionPrevious reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education.MethodsThe review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data.ResultsIn total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures.ConclusionActive learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.

Dataset Information

Demystifying the Meaning of Active Learning in Postsecondary Biology Education.

Publications

Demystifying the Meaning of Active Learning in Postsecondary Biology Education.

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