Take 2 for Teaching & Learning - Active Learning: What It Is and Why It Works

Many college instructors have experienced it: students are attentive, taking notes, and quietly listening throughout class. It feels like learning is happening. But it might not be. Decades of educational research tell us that listening alone is not enough. Research shows that students learn more effectively when they actively engage with ideas rather than simply receiving the information. This is the foundation of active learning.

Active learning is any instructional approach that asks students to engage with course content meaningfully. Rather than passively listening or simply taking notes, students are encouraged to think, discuss, write, solve problems, analyze information, explain concepts, or reflect on what they are learning. The emphasis is on cognitive engagement, not simply physical activity or group work.

It's important to note that active learning is not synonymous with collaborative learning, nor does it require eliminating lectures altogether. Instead, active learning complements direct instruction by creating intentional opportunities for students to process new information as they learn it. Rather than asking, "How can I cover this material?" active learning encourages instructors to ask, "How can students work with this material?"

Why does this approach work so well? Research shows that active learning helps students retrieve information from memory, connect new ideas to prior knowledge, organize concepts into meaningful mental models, identify misunderstandings before they become misconceptions, and monitor their own learning. These cognitive processes strengthen understanding and improve long-term retention far more effectively than listening alone.

Active learning is especially valuable when students need to practice newly introduced skills, apply concepts in new contexts, analyze or evaluate ideas, receive formative feedback, or deepen their understanding after a brief explanation or demonstration. In these situations, active learning serves as a powerful complement to direct instruction, but not a replacement for it.

As you plan your next class session, consider where you might build in brief opportunities for students to think, retrieve, and apply what they're learning. Even small moments of active engagement can lead to meaningful improvements in student understanding, retention, and success.

For some Active Learning strategies for your classroom, visit the CIS Active Learning webpage.

References

Ambrose, Susan A., et al. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching.

Bonwell, Charles C. & Eison, James A. (1991). Active Learning: Creating Excitement in the Classroom.

Freeman, Scott, et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

Hattie, John. (2023). Visible Learning: The Sequel.

Mayer, Richard E. (2020). Multimedia Learning (3rd ed.).