Abstract
Universities and international organizations are adopting and promoting Active Learning strategies, respectively. Reasons are varied, including that this approach has proven to prepare competitive students who are skilled to address the main problems of society once they enter the labor market. Active Learning is a student-centered-learning approach that involves the learner directly in the process. It consists of letting students be the main actors of the learning process by performing meaningful activities and critically thinking about what they are doing. In this research, a review of Active Learning is performed. The focus is on presenting concepts and practices central to Active Learning that leading universities are deploying, universities such as Massachusetts Institute of Technology, North Carolina State University and Aalborg University. Also, the authors describe in this paper a case from their experience with Active Learning techniques in specified areas of engineering education at Tecnologico de Monterrey. Results indicate that this approach supports the development of in-demand competencies such as Teamwork, Problem-solving and Analysis. In addition, students’ performance and retention rates are improved. In the engineering field, students can acquire and practice different technical skills under supervision. Active Learning is a very flexible approach that can be integrated in a gradual manner by any organization. The authors have constructed this research to be a useful guide to Active Learning practices. It can support engineering professors and people interested in knowing or adopting this approach for improving their students’ results.
Similar content being viewed by others
References
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P.: Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. 111(23), 8410–8415 (2014)
National Academies of Science Engineering and Medicine, Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways. National Academies Press (2016)
Drew, V., Mackie, L.: Extending the constructs of active learning: implications for teachers’ pedagogy and practice. Curric. J. 22(4), 451–467 (2011)
Senthamarai, S.: Interactive teaching strategies. J. Appl. Adv. Res. 3(1), S36–S38 (2018)
Smith, C.V., Cardaciotto, L.: Is active learning like broccoli? Student perceptions of active learning in large lecture classes. J. Scholarsh. Teach. Learn. 11(1), 53–61 (2011)
Divya, A., Abirami, A., Nisha, A., Raja, L.: Active learning environment for achieving higher-order thinking skills in engineering education. In: IEEE 4th Int Conf on MOOCs, Innovation and Technology in Education, pp. 47–53 (2016)
Graeff, T.R.: Strategic teaching for active learning. Mark. Educ. Rev. 20(3), 265–278 (2010)
Baepler, P., Walker, J.D., Driessen, M.: It’s not about seat time: blending, flipping, and efficiency in active learning classrooms. Comput. Educ. 78, 227–236 (2014)
Erol, M., Özcan, A.: Exemplary technology incorporated contemporary active learning environments for stem courses. In: The Eurasia Proceedings of Educational & Social Sciences, vol. 4, pp. 530–537 (2016)
Fisher, K.: Technology-enabled active learning environments: an appraisal. CELE Exch. Cent. Eff. Learn. Environ. 2010(7), 1–8 (2010)
Gleason, B.L., Peeters, M.J., Resman-Targoff, B.H., Karr, S., McBane, S., Kelley, K., Thomas, T., Denetclaw, T.H.: An active-learning strategies primer for achieving ability-based educational outcomes. Am. J. Pharm. Educ. 75(9), 186 (2011)
University of Delaware, Student Participation: Learning About Active Learning. Center for Teaching and Assessment of Learning. http://ctal.udel.edu/enhancing-teaching/teaching-approaches/active-learning/. Accessed 08 Dec 2017
Wolff, M., Wagner, M., Poznanski, S., Schiller, J., Santen, S.: Not another boring lecture: engaging learners with active learning techniques. J. Emerg. Med. 48(1), 85–93 (2015)
De los Ríos, I., Cazorla, A., Díaz-Puente, J., Yagüe, J.: Project-based learning in engineering higher education: two decades of teaching competences in real environments. Procedia Soc. Behav. Sci. 2(2), 1368–1378 (2010)
Dolmans, D., Loyens, S., Marcq, H., Gijbels, D.: Deep and surface learning in problem-based learning: a review of the literature. Adv. Heal. Sci. Educ. 21(5), 1087–1112 (2016)
The Glossary of Education Reform. https://www.edglossary.org/competency-based-learning/. (2016). Accessed 11 Jan 2016
Tecnológico de Monterrey. Modelo Educativo TEC21. Personal communication with Dr. Francisco Ayala Aguirre (2018)
Vonderwell, S., Boboc, M.: Promoting formative assessment in online teaching and learning. TechTrends 57(4), 22–28 (2013)
Benson, L., Moss, W., Schiff, S., Biggers, S., Orr, M., Ohland, M.: Special session—enhancing student learning using SCALE-UP format. In: 38th ASEE/IEEE Frontiers in Education Conference, pp. 1–2 (2008)
West Virginia Department of Education. Examples of Formative Assessment. Teach21. https://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html. Accessed 08 Jan 2018
Lee, V.: What is inquiry-guided learning? New Dir. Teach. Learn 2012(129), 5–14 (2012)
Drake, E., Battaglia, D.: Teaching and learning in active learning classrooms. p. 24 (2014)
SERC at Carleton College. ConcepTests. Starting Point, Teaching Entry Level Geoscience. https://serc.carleton.edu/introgeo/interactive/conctest.html. Accessed 15 Jan 2018
Professional Development Service for Teachers. Active Learning Methodologies. Dublin
Prince, M.: Does active learning work? A review of the research. J. Eng. Educ. 93(3), 223–232 (2004)
Chetro-szivos, J., Gray, P.: Creating conversational spaces on campus: connecting students & faculty through appreciative inquiry and circular questioning. J. Student Centered Learn. 2(1), 35–42 (2004)
Jigsaw Classroom. Overview. https://www.jigsaw.org/#overview. Accessed 29 Nov 2017
Centre for Teaching Support & Innovation. Active Learning and Adapting Teaching Techniques
Center for Research on Learning and Teaching. Implementing Active Learning in Your Classroom. http://www.crlt.umich.edu/active_learning_implementing. Accessed 26 July 2018
Tyler, B.: Active Learning Benefits All Learning Styles: 10 Easy Ways to Improve Your Teaching (2003)
Queen’s University. Why do Active Learning? https://www.queensu.ca/activelearningspaces/active-learning/benefits-active-learning. Accessed 26 July 2018
CDIO. Challenges to Designing and Implementing Active and Integrated Learning Experiences. http://www.cdio.org/implementing-cdio-your-institution/implementation-kit/teaching-learning/challenges. Accessed 26 July 2018
Brooks, D.C.: Space matters: the impact of formal learning environments on student learning. Br. J. Educ. Technol. 42(5), 719–726 (2011)
Massachusetts Institute of Technology. TEAL-Technology Enhanced Active Learning. http://web.mit.edu/edtech/casestudies/teal.html. Accessed 01 Dec 2017
Dori, Y.J., Belcher, J.: How does technology-enabled active learning affect understanding of electromagnetism concepts? J. Learn. Sci. 14(2), 243–279 (2005)
Beichner, R.: Chapter 29. North Carolina State University: Scale-Up. EDUCAUSE. https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-29-north-carolina-state-university-scale. Accessed 30 Nov 2017
Learning Spaces Collaboratory. An LSC Guide Essay: University of Minnesota. http://www.pkallsc.org/basic-page/lsc-guide-essay-university-minnesota. Accessed 08 Dec 2017
Whiteside, A., Brooks, C., Walker, J.: Making the Case for Space: Three Years of Empirical Research on Learning Environments. EDUCAUSE Review. https://er.educause.edu/articles/2010/9/making-the-case-for-space-three-years-of-empirical-research-on-learning-environments (2010). Accessed 08 Dec 2017
Harrell, J.W., Jones, S.: Introductory Physics Course Reform at UA—Current Status and Lessons Learned. Tuscaloosa
The University of Alabama. Studio Physics. https://physics.ua.edu/undergraduate-program/resources-for-undergrads/studio-physics/. Accessed 04 Jan 2018
Jones, S.: Engaging Faculty in the Teaching/Learning Process. Forum of Education. https://www.aps.org/units/fed/newsletters/fall2008/jones.cfm. Accessed 04 Jan 2018
Rensselaer Polytechnic Institute. Studio Physics, The Mobile Studio Project in Physics. http://www.rpi.edu/dept/phys/MobileProject/Untitled-3.html. Accessed 09 Jan 2018
Wilson, J.: The Development of the Studio Classroom. http://www.jackmwilson.net/ArticlesTalks/Studio2000.pdf Accessed 09 Jan 2018
University of Iowa. The TILE Experience. https://tile.uiowa.edu/content/about-tile#Essentials. Accessed 09 Jan 2018
Florman, J.: TILE at Iowa: adoption and adaptation. New Dir. Teach. Learn. 2014(137), 77–84 (2014)
Horne, S., Murniati, C., Gaffney, J., Jesse, M.: Promoting active learning in technology-infused TILE classrooms at the University of Iowa. J. Learn. Spaces 1(2) (2012)
Graaff, E., Kolmos, A.: History of problem-based and project-based learning. In: Graaff, E., Kolmos, A. (eds.) Management of Change. Implementation of Problem-Based and Project-Based Learning in Engineering, no. February. Sense Publishers (2009)
Shinde, V.V., Kolmos, A.: Students’ experience of Aalborg PBL model: a case study. In: SEFI Annual Conf 2011, pp. 197–204 (2011)
Askehave, I., Linnemann, H., Pedersen, J., Pedersen, M.: Problem-Based Learning. Aalborg (2015)
Kolmos, A., Fink, F., Krogh, L.: The Aalborg PBL Model: Progress, Diversity and Challenges. Aalborg University Press, Aalborg (2004)
Wulf-Andersen, T., Mogensen, K.H., Hjort-Madsen, P.: Researching with undergraduate students: exploring the learning potentials of undergraduate students and researchers collaborating in knowledge production. J. Res. Pract. 9(2), 6 (2013)
Roskilde University: A Different Experience. Roskilde University, Roskilde (2017)
RUC. About the library. https://ruc.dk/en/about-library. Accessed 24 July 2018
Roskilde University. Experience Lab RUC (ExLab RUC). https://experiencelab.ruc.dk/about-xlab-2/. Accessed 23 July 2018
Bastiaens, E., Nijhuis, J.: From problem-based learning to undergraduate research: the experience of Maastricht University in the Netherlands. Counc. Undergradute Res. 32(4), 38–43 (2012)
Maastricht University. Problem-Based Learning. https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning. Accessed 19 July 2018
Waniek, I., Nae, N.: Active learning in Japan and Europe. Euromentor J. 8(4), 82–98 (2017)
Dikboom, M.: Tackling big deals: the experience of Maastricht University. Interlend. Doc. Supply 44(3), 93–96 (2016)
The University of Queensland Australia. Andrew Fairbairn. Case Studies for Flipped Classroom. http://www.uq.edu.au/teach/flipped-classroom/case-studies.html. Accessed 20 July 2018
The University of Queensland Australia. Learning Spaces. The Faculty of Engineering, Architecture and Information Technology. https://www.eait.uq.edu.au/learning-spaces. Accessed 23 July 2018
Tecnologico de Monterrey. TEC21 Model of Education. https://observatory.itesm.mx/tec21/ Accessed 28 Nov 2018
Hernández-de-Menéndez, M., Morales-Menendez, R.: Technological innovations and practices in engineering education: a review. Int. J. Interact. Des. Manuf. (in-press) (2019)
Vivas-López, C., Hernández-Alcantara, D., Tudón, D., Morales-Menendez, R.: Plug and play with a QoV model—a research based learning approach. In: 7th Int Conf on Computer Supported Education, pp. 277–284 (2015)
Hernández-Alcantara, D., Morales-Menendez, R., Ramírez-Mendoza, R.: Teaching semi-active suspension control using an experimental platform. In: IFAC-American Control Conf, pp. 7334–7339 (2016)
Morales-Menendez, R., López, T., Ramírez, R., Limón, J., Garza, L.: Drag-and-drop graphical user interface for process control education. In: 115th ASEE Annual Conf and Exposition, pp. 1–15 (2008)
Hedge, T.: Teaching and Learning in the Language Classroom. Technical report, Oxford: OUP (2000)
Acknowledgements
The authors would like to acknowledge the financial and the technical support of Writing Lab, TecLabs, Tecnologico de Monterrey, Mexico in the production of this work.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Hernández-de-Menéndez, M., Vallejo Guevara, A., Tudón Martínez, J.C. et al. Active learning in engineering education. A review of fundamentals, best practices and experiences. Int J Interact Des Manuf 13, 909–922 (2019). https://doi.org/10.1007/s12008-019-00557-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12008-019-00557-8