Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences

Abstract

This article uses new survey data to examine student preferences and experiences with active learning among a graduate student cohort across two key identity markers: international student status and gender. Our survey of students enrolled in a Master of International Relations program suggests that most view active learning favorably and believe it improves learning outcomes. We find that, contrary to conventional wisdom, international students prefer active learning to traditional lectures at the same levels as domestic students. Our findings also indicate that women prefer active learning as much as, and in some cases more than, men. We discuss potential reasons for these preferences and experiences and conclude with suggested avenues for future research.