Abstract
Compelling evidence indicates that “active learning” (learning by doing) is an effective pedagogy regardless of discipline or class size, and can be particularly effective with diverse students. This study investigated active learning practices in 64 classes at the University of Hawai‘i at Mānoa, a US university with a highly diverse student body, using a “Passivity Indicator” (PI: ratio of class time spent in passive activities to total class time). For all classes, the mean PI was 43%. Statistical analysis reveals no significant differences in the PI of classes taught in STEM vs. non-STEM disciplines, or between upper vs. lower division courses. However, the PI in larger classes was found to be significantly greater than in small classes (64% vs. 39%, respectively; p=0.02). Moreover, classroom activities aligned with an active learning standard in Language and Literacy Development (e.g., students answering questions) occurred twice as often in small (24%) vs. large classes (12%, with p=0.02). Altogether, these findings indicate an opportunity for more active learning in large classes. We present a range of research-based pedagogical strategies that can be readily implemented in large classrooms, and encourage instructors to use their implementation as research opportunities to gather data on student success.
Highlights
Active learning (i.e., “learning by doing” or “student-centered learning”) has been shown to improve subject retention, increase student engagement, and reduce failure rates (e.g., Springer et al, 1999; Ruiz-Primo et al, 2011; Freeman et al, 2014), for women (e.g., Lorenzo et al, 2006) and minorities (e.g., Haak et al, 2011)
Our dataset is comprised of Classroom Observation Protocol for Undergraduate STEM (COPUS) observations of 64 classes, each taught by different instructors, in 35 academic departments at University of Hawai„i at Mānoa (UHM)
We calculated the Passivity Indicator” (PI) to assess the degree to which active learning occurs in UHM classrooms
Summary
Active learning (i.e., “learning by doing” or “student-centered learning”) has been shown to improve subject retention, increase student engagement, and reduce failure rates (e.g., Springer et al, 1999; Ruiz-Primo et al, 2011; Freeman et al, 2014), for women (e.g., Lorenzo et al, 2006) and minorities (e.g., Haak et al, 2011). The Classroom Observation Protocol for Undergraduate STEM (COPUS) quantifies the degree to which a course uses active learning practices. In light of the overwhelming benefits of active learning, these results are troubling, for minority-serving institutions like the University of Hawai„i at Mānoa (UHM), one of the most diverse universities in the US (US News and World Report, 2019)
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