Active Learning has been referred to as many things, including “project-based learning” and “flipped classes.” The fundamental premise of active learning is the replacement of passive class time with ...

Active and Collaborative Learning Strategies The classic: think-pair-share Think-pair-share (TPS) is the black dress of active learning: a highly flexible tool that can take as little or as much time ...

Active learning strategies engage students in the learning process, fostering deeper understanding and retention. By encouraging participation, collaboration, and critical thinking during classroom ...

Active learning teaching strategies in K-12 education encompass dynamic approaches that engage students in the classroom learning process, fostering deeper understanding and retention. When we examine ...

Eli is Associate Editor for EdTech Magazine Higher Education. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.

“A structured form of small group problem solving that incorporates the use of heterogeneous teams, maintains individual accountability, promotes positive interdependence, instills group processing, ...

Traditional lectures are efficient at delivering information, especially for large courses with limited teaching support. Lectures, however, are often inefficient at engaging students to create ...

Students whose STEM courses are taught using active learning perform better than those taught with traditional lectures. That was the top-line finding of a widely cited 2014 meta-analysis, and it has ...

Associate Teaching Professor Cecil Joseph remembers the first time he taught physics in one of UMass Lowell’s Technology Enhanced Active Learning (TEAL) classrooms. Instead of facing rows of students ...

Active learning for multi-label classification addresses the challenge of labelling data in situations where each instance may belong to several overlapping categories. This paradigm aims to enhance ...

https://doi.org/10.1641/0006-3568(2003)053[1121:aorolt]2.0.co;2 • https://www.jstor.org/stable/10.1641/0006-3568(2003)053[1121:aorolt]2.0.co;2 Copy URL ...