Three-dimension taxonomy of active learning course design: location, percentage of time dedicated to activities, and goal of the activity¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article presents a taxonomy (Figure 3) as "a practical guide to support (a) instructors in creating an active learning course or to revise a course to include active learning and (b) researchers in doing systematic investigations of active learning." It has three dimensions mapped to the three sources of variation: location (lecture session, recitation, or lab), percentage of time dedicated to activities (a continuous dimension), and goal of the activity, with activities branching under each goal based on the ICAP framework and the authors' own analyses. Activities repeat across leaf nodes, so the taxonomy does not create mutually exclusive conditions.

Design Implications¶

Context¶

Requirements¶

• Instructors or researchers select a location, a percentage of time dedicated to activities, and an activity goal to specify an active learning course design.

Constraints¶

• The taxonomy is not designed to create mutually exclusive conditions; many activities can be deployed across multiple locations and for varying percentages of time.

Target Learners¶

• Undergraduate college students in science (biology, chemistry, physics) courses

Target Learning Objectives¶

• Designing and systematically investigating active learning course implementations

Claims¶

• Active Learning Courses Retain Lecture Component [+M]

Related Theories¶

• Three-layer funnel taxonomy for designing high-impact undergraduate research experiences

Examples¶

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Key Sources¶

• 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/