Beyond named methods: A typology of active learning based on classroom observation networks
Fuente:
arXiv
Gespeichert in:
| Hauptverfasser: | , , , , |
|---|---|
| Format: | Preprint |
| Veröffentlicht: |
2025
|
| Schlagworte: | |
| Online-Zugang: | |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1866916045880557568 |
|---|---|
| author | Sundstrom, Meagan Gambrell, Justin Green, Colin Traxler, Adrienne L. Brewe, Eric |
| author_facet | Sundstrom, Meagan Gambrell, Justin Green, Colin Traxler, Adrienne L. Brewe, Eric |
| contents | A growing number of introductory physics instructors are implementing active learning methods in their classrooms, and they are modifying the methods to fit their local instructional contexts. However, we lack a detailed framework for describing the range of what these instructor adaptations of active learning methods look like in practice. Existing studies apply structured protocols to classroom observations and report descriptive statistics, but this approach overlooks the complex nature of instruction. In this study, we apply network analysis to classroom observations to define a typology of active learning that considers the temporal and interactional nature of instructional practices. We use video data from 30 instructors at 27 institutions who implemented one of the following named active learning methods in their introductory physics or astronomy course: Investigative Science Learning Environment (ISLE), Peer Instruction, Tutorials, and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP). We identify five types of active learning instruction: clicker lecture, dialogic clicker lecture, dialogic lecture with short groupwork activities, short groupwork activities, and long groupwork activities. We find no significant relationship between these instruction types and the named active learning methods; instead, implementations of each of the four methods are spread across different instruction types. This result prompts a shift in the way we think and talk about active learning: the names of developed active learning methods may not actually reflect the specific activities that happen during instruction. We also find that student conceptual learning does not vary across the identified instruction types, suggesting that instructors may be flexible when modifying these methods without sacrificing effectiveness. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_01124 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Beyond named methods: A typology of active learning based on classroom observation networks Sundstrom, Meagan Gambrell, Justin Green, Colin Traxler, Adrienne L. Brewe, Eric Physics Education A growing number of introductory physics instructors are implementing active learning methods in their classrooms, and they are modifying the methods to fit their local instructional contexts. However, we lack a detailed framework for describing the range of what these instructor adaptations of active learning methods look like in practice. Existing studies apply structured protocols to classroom observations and report descriptive statistics, but this approach overlooks the complex nature of instruction. In this study, we apply network analysis to classroom observations to define a typology of active learning that considers the temporal and interactional nature of instructional practices. We use video data from 30 instructors at 27 institutions who implemented one of the following named active learning methods in their introductory physics or astronomy course: Investigative Science Learning Environment (ISLE), Peer Instruction, Tutorials, and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP). We identify five types of active learning instruction: clicker lecture, dialogic clicker lecture, dialogic lecture with short groupwork activities, short groupwork activities, and long groupwork activities. We find no significant relationship between these instruction types and the named active learning methods; instead, implementations of each of the four methods are spread across different instruction types. This result prompts a shift in the way we think and talk about active learning: the names of developed active learning methods may not actually reflect the specific activities that happen during instruction. We also find that student conceptual learning does not vary across the identified instruction types, suggesting that instructors may be flexible when modifying these methods without sacrificing effectiveness. |
| title | Beyond named methods: A typology of active learning based on classroom observation networks |
| topic | Physics Education |
| url | https://arxiv.org/abs/2510.01124 |