We compared students’ self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students’ motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students’ response to being actively engaged in the classroom.

Nearly every introductory physics or chemistry course includes live lecture demonstrations, which can range from simple illustrations of a pendulum to elaborate productions with specialized apparatus and highly trained demonstrators. Students and instructors often consider "demos" to be among the highlights of these classes. Yet, in some situations demos may be cumbersome, inaccessible, or otherwise unavailable, and online video demos could offer a convenient alternative. We compared the effectiveness of live demonstrations with online videos under controlled conditions in the first semester of an introductory physics (mechanics) course. Students were randomly assigned to view either a live or video version of two demos. The same instructor presented both versions of the demo using an identical script, keeping the same time on task across both conditions, but with small differences in presentation appropriate to the medium. Compared with the students who saw the live demos, the students who watched the online videos learned more, and their self-reported enjoyment was just as high. We discuss reasons why videos helped students to learn more, including that they are more likely to make correct observations from the video. These results suggest that videos could provide students with an equally effective learning experience when live demos are unavailable. Indeed, even when live demonstrations are available, it may be beneficial to supplement them with online presentations.

Improving science, technology, engineering, and mathematics (STEM) teaching is crucial for improving STEM learning. Yet teacher training improvements progress slowly. And even the best teachers are challenged to maintain the attention of new cohorts of "digital natives" and feel the need to find innovative ways to engage Widespread disruptions to schooling spurred by COVID-19 have amplified long-standing discussions about what high-quality teaching and learning can be. Growing bodies of research and practice, from early childhood to university classrooms and beyond, demonstrate the benefits of moving beyond traditional lecture-driven approaches in favor of "active learning." Such approaches put students more in the driver's seat through discussions, in-class questions, and feedback; interactive technologies; and other strategies to engage learners and deepen understanding. Beyond cognitive and academic benefits, active-learning approaches can also provide socioemotional support, particularly for students who may not feel at home in or supported by traditional passive learning. But there is no single active-learning approach. Instead, as the experts below describe, we see a rich and developing portfolio of methods and ideas supporting different ways to produce more effective learning. -Brad Wible

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