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How Often Does Active Learning Actually Occur? Perception versus Reality

Author

Listed:
  • Brandon J. Sheridan
  • Ben Smith

Abstract

Substantial evidence suggests active learning pedagogies are superior to lecturing, but little evidence exists on the prevalence of such methods. Watts and Schaur (2011) find, based on self-reported data, the median instructor lectures 83 percent of the time. We analyze audio recordings of 535 total classes from 30 different instructors to show instructors greatly underestimate how often they use passive learning pedagogies such as lecturing. Survey results show instructors estimate they lecture approximately 78.5 percent of class time; our data reveals the true average is 89 percent. This gap between perception and reality is statistically significant.

Suggested Citation

  • Brandon J. Sheridan & Ben Smith, 2020. "How Often Does Active Learning Actually Occur? Perception versus Reality," AEA Papers and Proceedings, American Economic Association, vol. 110, pages 304-308, May.
    • Handle: RePEc:aea:apandp:v:110:y:2020:p:304-08
    DOI: 10.1257/pandp.20201053
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    Citations

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    Cited by:

    1. Aaron Pacitti & Michael Cauvel, 2023. "Rent-Seeking Behavior and Economic Justice: A Classroom Exercise," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(1), pages 88-103, January.
    2. Wayne Geerling & Kristofer Nagy & Elaine Rhee & Nicola Thomas & Jadrian Wooten, 2023. "Using Squid Game to Teach Game Theory," Journal of Economics Teaching, Journal of Economics Teaching, vol. 8(1), pages 47-63, January.
    3. Kaiser, Tim & Menkhoff, Lukas, 2022. "Active learning improves financial education: Experimental evidence from Uganda," Journal of Development Economics, Elsevier, vol. 157(C).
    4. Michael Jaeger & Jadrian Wooten, 2023. "The Most Magical Way to Teach: Disney Music In The Classroom," Journal of Economics Teaching, Journal of Economics Teaching, vol. 8(1), pages 12-23, January.
    5. Martinez, Gabriel X., 2023. "Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 44(C).
    6. Ben Abdesslem, Amel & Picault, Julien, 2023. "Using Netflix Original Series to teach economics: A diversity and inclusion approach," International Review of Economics Education, Elsevier, vol. 44(C).
    7. Boulatoff, Catherine & Cyrus, Teresa L., 2022. "Improving student outcomes in large introductory courses," International Review of Economics Education, Elsevier, vol. 41(C).
    8. Ahlstrom, Laura J. & Harter, Cynthia & Asarta, Carlos J., 2023. "Teaching methods and materials in undergraduate economics courses: School, instructor, and department effects," International Review of Economics Education, Elsevier, vol. 44(C).

    More about this item

    JEL classification:

    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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