MEASURING ACTUAL LEARNING VERSUS FEELING OF LEARNING IN RESPONSE TO BEING ACTIVELY ENGAGED IN THE CLASSROOM
What is it?
This article addresses the long-standing question of why students and faculty remain resistant to active learning.
This article addresses the long-standing question of why students and faculty remain resistant to active learning.
Who is it for?
| Anyone interested in pedagogy. |
What can it do?
The article discusses strategies that instructors can use, early in the semester, to improve students’ response to being actively engaged in the classroom.
The article discusses strategies that instructors can use, early in the semester, to improve students’ response to being actively engaged in the classroom.
Deslauriers, L., Logan, M., Miller, K., Callaghan, K. & Kestin, G. (2019, September). 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 Stated of Ameria (PNAS), 116(39), 19251-19257. Retrieved from https://doi.org/10.1073/pnas.1821936116