This is a paper that is accepted for FIE 2016. The authors are:
Arnold Pears, Aletta Nylén, and Mats Daniels, Uppsala University, Sweden
Below is the abstract:
Abstract— Student-centric education has emerged as a dominant aspect of Higher Education policy over the last two decades. Much has been written about the benefits of student active educational approaches, and applied educational research, for instance the meta-study of Hattie, places emphasis on learning practices that enhance achieved learning outcomes. In this paper we use assessment and interview data collected from students and staff to explore whether this scale of learning gain can be sustained across an entire curriculum. Most of the existing studies report improvement in a single course. We focus instead on the entire study context of the learner, who will often be in the situation of reading two or three courses simultaneously. We also base our reasoning on the results of a survey sent to academics world wide asking which teaching and learning methods they associated with the term active learning. Our principal research question in this paper is ”Are the reported learning performance gains in the existing literature scalable?”.