How Does Active Learning Change Undergraduate Learning Experiences? A Case of a Large Technology Design Course
Abstract: Active learning methods put students in the center of teaching and learning and may positively affect students’ skills, engagement, and achievements in class. Many higher education institutions therefore encourage faculty to adopt active learning practices in their instruction, particularly in large lecture-based courses. This mixed-method study examined the implications of transitioning to active learning for the learning experiences of undergraduate students in a large-scale technology design course. The course transitioned to active learning instruction during the outbreak of COVID-19 and was thus delivered online. Using a sample of 301 surveyed students (161 before the transition and 140 after), this study characterizes students’ perspectives of their learning experience and the new knowledge and skills they learned before versus after the transition to active learning. Findings showed that the active learning transition changed students’ engagement with peers and their perspectives about the difficulty level of the course. We also found a salient change in students’ perspectives of the types of knowledge and skills they gained before versus after the transition. We discuss the findings and offer suggestions for promoting active learning in college instruction.