23/04/2024
🎓 Does engaging actively in classrooms always feel rewarding?
The study “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom” by Louis Deslauriers, Logan McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin, published in the Proceedings of the National Academy of Sciences of the United States of America unfolds a unique paradox where students’ perception of learning does not align with their actual learning:
🔍 Research scope:
The study juxtaposed students’ self-reported learning perception against their actual learning in large-enrollment introductory college physics courses, scrutinizing two pedagogical approaches: active and passive instruction.
📈 Learning outcomes:
Unsurprisingly, active instruction propelled better learning outcomes. However, the feeling of learning was actually reported lower compared to the passive instruction scenario, unveiling a perceptual rift.
The increased cognitive effort, integral to active learning, initially appeared to students as a sign of diminished learning, showcasing an inherent bias against active learning.
🎤 Superstar lecturer dilemma:
The allure of a superstar lecturer delivering passive lectures could mislead students into preferring such lectures over active learning sessions, despite lower learning outcomes.
🛠 Strategies for bridging the gap:
Early intervention by instructors, elucidating the value of active engagement and providing early assessments to gauge actual learning, can help realign students’ perception.
💡 Didactical implications:
The findings beckon a re-evaluation of didactical strategies, ensuring that students are not merely engaged but also cognizant of the learning benefits derived from such engagement.
🔗 Dive into the full study: https://www.pnas.org/content/116/39/19251
