Student Perceptions of Multiple Active Learning Methods in Large Lecture Science Classes in Higher Education: A Qualitative Perspective
Abstract
Large lecture courses in science present a significant challenge in effectively engaging all students while gauging their understanding of the content. Active learning requires students to be engaged, and this can be done through a variety of methods. Examples include discussions, physical activities, and hands-on applications of what they have learned. However, a major unaddressed challenge in science instruction is how to design and implement such active learning strategies in high-enrollment courses. This study addresses a critical gap in the research literature by examining the impact of consistently applying a suite of active learning strategies within a large undergraduate Human Physiology course. The findings offer valuable insights for enhancing science instruction using active modalities. These researchers implemented three active learning modalities: kinesthetic/movement-based activities, discussions, and problem-based learning. To isolate the effect of the learning modality itself, rather than the specific content, each modality was rotated across different units of content throughout the semester in a human physiology course. Qualitative data were collected through an end-of-semester survey and course evaluations. Students responded overwhelmingly positively to the active learning environment, reporting that the activities were enjoyable and expressed belief that this enhanced their understanding and recall. They also indicated that active learning instruction improved knowledge retention and their confidence in comprehending the course material.