Interviewed students described active classrooms as disjointed and frustrating and preferred the fluent passive lecture¶

Claim · All claims
Evidence · 1 study · causal r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In structured follow-up interviews, most students (15 of 17) found active-classroom instruction disjointed and lacking in flow compared with the fluent passive lecture. → Deslauriers L. 2019

Evidence¶

Deslauriers L. 2019¶

Deslauriers L., McCarty L. S., Miller K., Callaghan K., Kestin G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.1821936116

q2 · i? · causal · r3

One-on-one structured interviews with 17 students drawn from both semesters and representative by CLASS, FCI, and final-grade measures. "most students (15 of 17) found the instruction in the active classrooms disjointed and lacking in flow" relative to the passive lecture.

"most students (15 of 17) found the instruction in the active classrooms disjointed and lacking in flow when compared with the more fluent passive lecture."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it
• Students in active classrooms reported lower feeling of learning than students in passive lectures (0.56 SD lower, P < 0.001) — related
• Neurodivergent students cope with collaborative active learning discomfort by self-selecting roles and explicitly disclosing access needs — related
• Students in active classrooms scored higher on tests of learning than students in passive lectures (0.46 SD higher, P < 0.001) — related
• Classroom observations in an affluent district found most teachers did not use deeper-learning strategies, with students passively listening to lectures — related