Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination?

Abstract

Despite support for active learning, little research has directly compared active techniques to determine which are most beneficial for student learning and motivation. The current study compared the active-learning techniques of cooperative learning (CL) and writing-to-learn (WTL) while also varying the modality of presentation (textual or multimedia) of lessons on key concepts and classic experiments in child development. Undergraduates (N = 165) in 4 sections of a developmental psychology course completed lesson modules, quizzes, and the Intrinsic Motivation Inventory (IMI) in each of 4 active-learning conditions: text-based WTL (definitional writing), text-based CL, multimedia CL, and multimedia WTL (evaluative writing). Multimedia WTL (evaluative writing) was found to be most effective for overall learning. Multimedia CL was most effective for lower-level factual learning, and showed a trend toward enhancing student motivation. In sum, integrating multimedia presentation of lesson material with active-learning techniques enhanced educational benefits. Implications for pedagogical practice are considered.

Bibliometric Analysis of The Term ‘Cooperative Learning Chemistry’

“…The results showed that the majority of the research used was experimental with a quasiexperimental type by comparing it with other methods or conventional methods. Several other methods used as comparisons include the expository learning method, active learning, and problem-based learning (Sawyer et al, 2017). The results show that when compared to other methods, cooperative learning has several advantages in improving learning outcomes and learning activities in chemistry subjects.…”

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

“…In particular, the use of iterative assignments that begin early, start simply, build on one another and focus on the synthesis and summary of ideas and include peer review produces deep learning of content via communication of diverse and complex ideas (Balgopal et al., 2018). Building on low‐stakes activities stimulates student engagement and builds self‐efficacy (Camfield et al., 2020; Sawyer et al., 2017). Additionally, the knowledge that their work potentially reaches large and diverse audiences drives student's engagement and motivation (Konieczny, 2016).…”

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

“…Writing is one of the primary media used in Wikipedia assignments and is consistently associated with increased student engagement (Camfield and Land, 2017). In particular, the use of iterative assignments that begin early, start simply, build on one another and focus on the synthesis and summary of ideas and include peer review can create deep learning of content via communication of diverse and complex ideas (Balgopal et al, 2018), Building on low-stakes activities stimulates student engagement and builds self-efficacy (Sawyer et al, 2017;Camfield et al, 2020). Additionally, the knowledge that their work potentially reaches large and diverse audiences drives student's engagement and motivation (Konieczny, 2016).…”