The Benefits of Active Learning and Group Work in University Classrooms

Introduction

Active learning and group work are increasingly recognised as effective strategies for promoting student engagement and learning in university classrooms. This blog explores the findings of a study that confirmed the positive effects of these strategies in the Biology curriculum at a large university. The study highlights the benefits of extensive group work, simple interventions with a low barrier to entry, and the importance of instructor interactions with students.

Benefits of Extensive Group Work

Extensive group work is characterised by the instructor lecturing for only half the allotted time or less, while most classroom activity involves student group work and follow-up discussions mediated by the instructor. The study found that student performance was higher in classes characterised by extensive group work compared to introductory lectures or the emergence of group work. This approach allows for engagement with the course material through explanation and discussion that can maximize student learning.

Low Barrier to Entry Interventions

The study highlights the effectiveness of a simple intervention with a low barrier to entry, such as in-class worksheets, in promoting student learning. Instructors can create worksheets encouraging students to engage with course material in a group setting, fostering collaboration and a deeper understanding of the material. This is an easy and effective way for instructors to incorporate active learning and group work into their classrooms.

Adverse Effects of Instructor Moving in Groups

Surprisingly, the study found that "Instructors moving in groups" (I-MG) negatively predicted student learning. Instructors should be mindful of how their interactions with specific groups may affect other groups' engagement levels and learning gains within the classroom.

Other Variables:

The study found four other variables had much lower explanatory power, including Student Asks a Question (S-Q) and Instructor Follow-up (I-FUp). Instructor real-time writing (I-RtW) and Student answering a question posed by the instructor (S-AnQ) were retained in more than one of the best models, but their influence on student learning was not as strong compared to the other predictors in the models.

Accessibility

Online learning provides accessibility advantages, allowing students to access educational materials and resources anytime, anywhere, as long as they have an internet connection. This is particularly beneficial for students who cannot attend in-person classes due to geographic or physical limitations. In the classroom and university setting, instructors can help address disparities in learning opportunities between students with access to these resources and those without access.

Flexibility

Online learning allows students to learn at their own pace and schedule. This can be particularly beneficial for students who work part-time or full-time jobs, have family responsibilities, or live far away from campus. Instructors can use strategies to promote structure and accountability in online learning, such as setting clear deadlines for assignments and exams.

Interactivity

Online learning can allow students to engage with course material and interact with instructors and classmates in new and innovative ways. Instructors can use various strategies to promote interaction and engagement in online learning, such as incorporating interactive elements into the course design and providing opportunities for students to connect with one another and the instructor outside of class.

Application for Schools:

The benefits of active learning and group work are not limited to university classrooms. These teaching strategies can also be applied in K-12 schools to promote student engagement and a deeper understanding of course material. Teachers can incorporate group work and collaborative learning activities into their lesson plans to encourage students to work together and learn from one another. In addition, teachers can use low barrier-to-entry interventions, such as worksheets or discussion prompts, to promote active learning in the classroom. Using these strategies, teachers can help students develop essential teamwork and collaboration skills that will be helpful in their future academic and professional pursuits.

Conclusion

The study's findings highlight the benefits of active learning and group work in promoting student learning and conceptual understanding. Instructors can incorporate simple interventions, such as in-class worksheets, to encourage student engagement and collaboration in the classroom. The study also emphasises the importance of extensive group work and highlights the need for instructors to be mindful of how their interactions with specific groups may affect the engagement level and learning gains of other groups within the classroom. Online learning can provide accessibility, flexibility, and interactivity advantages but also create disparities and challenges that instructors must address.

Want to read more about the author and their study read their full paper below.

Read the full study: Weir, L.K. et al. (2019) ‘Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology’, PLOS ONE. Edited by B. Motz, 14(8), p. e0220900. Available at: https://doi.org/10.1371/journal.pone.0220900.