Gurushala

Measuring actual learning versus feeling of learning in Response to being actively engaged in the classroom

We compared students’ self-reported perception of learning with
their actual learning under controlled conditions in large enrollment introductory college physics courses taught using 1)
active instruction (following best practices in the discipline) and
2) passive instruction (lectures by experienced and highly rated
instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made
no effort to persuade students of the benefit of either method.
Students in active classrooms learned more (as would be expected
based on prior research), but their perception of learning, while
positive, was lower than that of their peers in passive environments.

Measuring actual learning versus feeling of learning in Response to being actively engaged in the classroom

Teaching and Learning Inside Classrooms

Measuring actual learning versus feeling of learning in Response to being actively engaged in the classroom

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