Active learning strategies
Active learning strategies
Embedded Files
What is active learning?
Active learning is a student-centered approach that emphasizes engagement, participation, and collaboration in the learning process. Rather than passively receiving information through lectures, students make strategic use of class time to actively apply concepts through discussions, problem-solving, case studies, peer instruction, or hands-on activities.
According to Chi and Wylie’s ICAP framework, deeper learning occurs when students move beyond passive engagement toward more interactive activities, such as generating ideas or engaging in dialogue with peers (Chi & Wylie, 2014).
This approach has been shown to enhance critical thinking, deepen understanding, and improve retention, making it a powerful strategy for fostering meaningful learning experiences in the college classroom (Freeman et al., 2014).
What happens in the classroom with active learning?
What happens in the classroom with active learning?
In classrooms that use active learning, you’ll often see:
Students working collaboratively – solving problems, discussing ideas, and learning from each other (Hake, 1998; Freeman et al., 2014; Chi & Wylie, 2014).
Increased engagement – students are more focused and invested in the learning process (Chi & Wylie, 2014; Freeman et al., 2014).
Frequent questioning – students ask and answer questions to deepen their understanding (Hake, 1998; Freeman et al., 2014).
Application of concepts – learners apply what they’re studying through activities, case discussions, or simulations (Prince, 2004; Freeman et al., 2014).
Immediate feedback – instructors and peers provide real-time input to guide learning (Freeman et al., 2014; Prince, 2004).
Inclusive participation – more students have opportunities to contribute, not just the most vocal ones (Freeman et al., 2014; Chi & Wylie, 2014).
Instructors as facilitators – guiding and supporting students rather than lecturing the entire time (Prince, 2004; Chi & Wylie, 2014).
Learning strategies and activities
Learning strategies and activities
Looking for inspiration? Use these examples that can be implemented in the classroom.
Cold (& warm) calling
Cold (& warm) calling
Create a more inclusive and engaging classroom by using warm and cold calling. This strategy helps ensure that a wide range of student voices are heard, promotes accountability, and deepens class participation. Perfect for case-based and discussion-heavy courses.
Socratic questioning
Socratic questioning
Drive critical thinking and sharpen analytical skills with Socratic questioning. By strategically challenging assumptions and probing for deeper reasoning, you can lead students to discover insights themselves.
Think, pair, share
Think, pair, share
Encourage every student to engage more deeply with course content through Think-Pair-Share. This quick, low-tech method fosters reflection, peer learning, and broader participation. Ideal for both large lectures and smaller seminars.
Opening questions
Opening questions
All learning starts by connecting new ideas to what we already know. Opening questions help students activate their prior knowledge on a topic, and helps them begin to identify how a big idea from class might be recognizable in their own limited experience. The strategy also gives faculty key insights into where students are starting from on a given topic.
Role play in the classroom
Role play in the classroom
Assign students real-world roles such as consultants or business owners to collaboratively address evolving business challenges. Role play sharpens strategic thinking, communication, and adaptability as students justify decisions, respond to new constraints, and negotiate with peers. Ideal for courses focused on problem-solving, stakeholder dynamics, or decision-making under pressure.
References
References
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Page updated
Report abuse