Most reviewed studies found active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across the reviewed studies, active learning was perceived to improve satisfaction in 66 of 76 reaction evaluations and was perceived as superior to lectures in 59 studies, while 5 found no differences and 1 reported lectures as superior. → Perez Arnaldo 2023 q3 i? All 57 studies directly measuring learning found active learning effective for knowledge acquisition; 39 found it superior to lectures and 9 reported no difference. → Perez Arnaldo 2023 (2)

Evidence¶

Perez Arnaldo 2023¶

Perez Arnaldo, Green Jacqueline, Moharrami Mohammad, Gianoni-Capenakas Silvia, Kebbe Maryam, Ganatra Seema, Ball Geoff, Sharmin Nazlee. (2023). Active learning in undergraduate classroom dental education- a scoping review. PLoS One. https://doi.org/10.1371/journal.pone.0293206

q3 · i? · review · r2

Synthesis of 76 student reaction evaluations in the review; satisfaction was the dominant perceived outcome, and in fifty-nine studies active learning was perceived as superior to lectures, 5 found no differences, and 1 reported lectures as superior.

"active learning was perceived to improve satisfaction in 66 studies (86.8%) and knowledge acquisition in 4 studies (5.3%)"

Perez Arnaldo 2023 (2)¶

Perez Arnaldo, Green Jacqueline, Moharrami Mohammad, Gianoni-Capenakas Silvia, Kebbe Maryam, Ganatra Seema, Ball Geoff, Sharmin Nazlee. (2023). Active learning in undergraduate classroom dental education- a scoping review. PLoS One. https://doi.org/10.1371/journal.pone.0293206

q3 · i? · review · r2

Synthesis of learning-level evaluations: 48 of 57 studies compared active learning and lectures; 39 found active learning superior in knowledge acquisition and 9 reported no difference between active learning and traditional lectures.

"All studies in which learning was directly measured (n = 57) found that active learning was effective to improve knowledge acquisition largely based on test scores"

Discussion¶

Related Claims¶

• Flipped learning, PBL, group discussion, and TBL were the most frequently evaluated active learning strategies, each showing superiority to lectures in direct-measure studies — a narrower finding that bears on this claim
• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related
• TBL in medical ethics education improves knowledge retention compared to lectures — a narrower finding that bears on this claim
• PBL in family medicine residency programs is associated with high learner satisfaction, though not always rated above lectures — related
• TBL is associated with higher satisfaction, positive attitudes and motivation versus lecture, but preferences are mixed — related
• AI-powered PBL/CBL outperforms traditional lectures for knowledge acquisition, but shows no significant advantage over AI-free PBL/CBL — related
• PBL is associated with improved trainee satisfaction in PGME (8 of 12 reaction studies reported high satisfaction) — a narrower finding that bears on this claim
• Perceived VDT utility did not always correspond to measurable academic advantage — related