Active Learning: Connecting Theory, Practice, and Design

Active learning is rooted in the learning theories of constructivism and social constructivism, which emphasize that students build their own understanding by connecting new knowledge to prior experiences and that this process is often enhanced through collaboration with others. Implementing active learning means shifting instruction from simply transmitting knowledge to creating guided tasks, interactions, and environments where students engage deeply and meaningfully with course content.

Active learning encompasses a range of techniques that ask students to do and think about what they are doing (Bonwell & Eison, 1991) rather than passively receiving information. This approach aligns closely with other student-centered frameworks, such as problem-based learning and experiential learning, which promote real-world application and autonomy. The goal is not rote memorization but fostering understanding, encouraging students to transfer learning to new contexts, and equipping them with skills for lifelong learning.

Active Learning and High Impact Teaching Practices (HITPs)

Active learning techniques share key principles with High Impact Teaching Practices (HITPs), which have been shown to enhance student engagement and success, particularly for diverse and underrepresented students. Strategies such as collaborative assignments, problem-solving activities, and structured discussions align with HITPs like using small groups, and helping students become meta-learners. By integrating active learning into your teaching, you are building the foundation for HITPs, which are deeply transformative for students and linked to improved retention, persistence, and academic success.

Active Learning as Part of Backward Design and UDL

Active learning is not only a teaching strategy but also an essential element of effective course design models like backward design and Universal Design for Learning (UDL).

• Backward Design: Active learning connects directly to backward design by linking assessments and activities to specific learning outcomes. For instance, if the goal is for students to develop critical thinking, active learning techniques like debates or case analyses provide direct practice in these skills.
• Universal Design for Learning (UDL): Active learning aligns with UDL principles by providing multiple means of engagement, representation, and action/expression. Techniques like peer review, concept mapping, or decision-making scenarios cater to diverse learning preferences, promote accessibility, and encourage student agency.

Why Active Learning Matters

Active learning places students at the center of the learning process, making their engagement and contributions integral to the classroom dynamic. Whether through collaborative problem-solving, individual reflection, or interactive discussions, these strategies empower students to take ownership of their education. By incorporating active learning into your teaching, you are not only enhancing individual and collective learning experiences but also fostering inclusive and equitable learning environments.

This following chapter outlines practical active learning strategies that are adaptable across disciplines and modalities, providing you with tools to design transformative educational experiences. From techniques like “Think-Pair-Share” to collaborative decision-making scenarios, these methods are deeply aligned with the best practices of HITPs, backward design, and UDL.