Why do teachers and students continue to resist active learning, even if it can be shown that it results in better learning? According to this report, it's because they confuse the extra effort required in active learning with a feeling that they are not learning as much. "We recommend that instructors intervene early on by explicitly presenting the value of increased cognitive efforts associated with active learning," write the authors. This result is similar to the paper referenced by Tony Bates this week. Via Education Research Report.
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