Time-on-task is frequently unequal across compared conditions, with active learning conditions typically requiring more home time¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? 44.1% of the 59 studies had unequal home time-on-task, and in each of these the active learning condition was designed for more home time than the comparison condition(s). → Martella 2021

Evidence¶

Martella 2021¶

Martella, A. M., Lovett, M. C., & Ramsay, L. (2021). Implementing active learning: A critical examination of sources of variation in active learning college science courses. Journal on Excellence in College Teaching, 32(1), 67-96. https://jlect.com/

q2 · i? · review · r2

Study-level time-on-task analysis in the review's structure/design source of variation. The review reports 20.3% of studies had unequal in-class time and 44.1% unequal home time, with active learning conditions typically requiring more home time due to recorded lectures and longer homework; descriptive only.

"We also found 26 of the 59 (44.1%) studies contained conditions that were designed for students to prepare for the course at home for a different amount of time than students in the other condition(s)"

Discussion¶

Learner Variables¶

• Time and Continuity — outcome: instruction changes it

Related Claims¶

• In a low-certainty meta-analysis of 44 studies with very high heterogeneity (I² = 98%), undergraduate health professional students in flipped classes score higher than those in traditional classes (SMD = 0.57) — the general claim this finding bears on, with the studies behind it
• Active learning conditions more often include quizzes, homework, and learning/exam preparation than lecture conditions — related
• Most active learning college science conditions contain a substantial lecture component despite the active-learning-versus-lecture dichotomy — related
• Most active learning comparison studies differ on more than one course feature, limiting attribution of effects to single features — a broader claim this one bears on
• Post-2014 comparison studies still most commonly contrast one active learning condition with one lecture condition — related