Getting Active in the Large Lecture

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The benefits of active learning are well documented; nonetheless, the implementation of active learning strategies can be challenging in large lecture environments. The project will examine the research supporting active learning, present the implementation of simple active learning techniques in large lecture classes, and provide evidence to test the effectiveness of the techniques on both student learning outcomes and student attitudes. The purpose is to investigate the concern that adding active learning to large lecture classes reduces the amount of time available to teach content in class, resulting in less student learning. The expectation is that incorporating active learning techniques will not harm student learning and will lead to positive student attitudes. The active learning techniques of question-based outlines, discussion-question prompts, small group discussions, and exam preparation will be investigated using exam grade comparisons, pre- and posttest analyses, and student surveys. The findings demonstrate that active learning does not lead to less student learning and instead that it can have a positive impact.