Active-Learning: An Equalizing Educational Experience

A preponderance of evidence establishes that Active-Learning and Authentic-Learning Experiences, ALEs are an equalizing educational experience.

Categorized under inquiry-based learning in the theoretical framework of ‘How People Learn’(Council 2000), a significant body of research demonstrates that Active-Learning and ALEs are an effective pedagogical intervention for developing STEM core-competencies (Wu et al. 2021; Crowe and Brakke 2019; Hmelo-Silver 2004; Walker and Warfa 2017). ALEs are active-learning activities (Freeman et al. 2014) that engage students in quintessential engineering design and research practices that professionals employ to solve open-ended, real-world problems. The effectiveness of ALEs as a high-impact practice in improving retention rates (Kuh 2008), self-efficacy (Robnett, Chemers, and Zurbriggen 2015) and identity as engineers (Rohde et al. 2019) is well established. In (Supiano 2022), Freeman argues that ‘it’s not about the evidence anymore’, as there is overwhelming evidence about the efficacy of active-learning based authentic learning experiences, based on the widely cited meta-analysis (Freeman et al. 2014).

Thus, the paradigm of Active-Learning is an equalizing educational experience, that enhances learning-experiences for all students.