![]() One meta-analysis found that in STEM classrooms with “active learning,” broadly defined, student exam scores improved by about six percent (Freeman et al., 2014). Interactive classrooms also perform better on measures of student learning. Research consistently finds that interactive methods correlate with positive student outcomes, such as higher rates of attention, interest in subject matter, and satisfaction (Bligh, 2000 Burrowes, 2003 Sivan et al., 2000). ![]() (Click here for an annotated bibliography on interactive learning.) Group work that is a common element of interactive learning more closely aligns with the collaborative methods of most occupations and professional academics. Interactive learning is associated with many benefits for students. ![]() A more appropriate term might be “interactive learning,” which encompasses all methods of purposeful student engagement with material aided by students interacting with others (instructor or peers) and themselves. In other words, there is no such thing as “passive learning.” As interconnected processes, however, physical and social activity often correlates with mental activity and therefore can aid learning (Zakrajsek, 2016). Whenever someone learns something, the learner has been active to some degree-maybe not physically, but certainly mentally. ![]() Since Bonwell and Eison’s seminal work (1991), “active learning” has been a buzzword in the scholarship on teaching and learning.
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