The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education
What this paper is about
Active learning is a wide concept, most often referring to student-centered and activating instructional methods and instructor-led activities.
Previous research on active learning from the viewpoint of student learning outcomes has been mostly positive.
In these circumstances, the application of active learning and the empirical research on its effects on learning outcomes require systematic attention. This review study seeks to provide an overview of the current state of active learning research by investigating the use and justification of the concept of active learning as well as the measurement methods of learning outcomes in active learning research.
What you can learn
The review found results related to both the use of the concept of active learning as well as the measurement methods of learning.
The rest of the studies did not define the concept but viewed it either as an instructional or as a learning approach.
Overall, the more generic skills, those not bound to any specific profession, were given the least attention in the studies of this review, even though they are considered important in the transition process from higher education to working life, and are viewed as important products of active learning.
Third, most of these studies measured student learning in a course in general, rather than focusing on the effects of various activities on learning. This is especially problematic for studies that combine two or more active learning activities, because it is difficult to assess the effectiveness of the activities if the different components are not studied separately.
The methodological consideration of active learning intervention studies proposes that in the future, researchers should pay attention to the descriptions of study settings as well as to how they approach learning outcomes.
After all, the development of higher education requires a systematic approach, that is research.
主动学习的概念与学习成果的衡量——工程高等教育研究综述
这篇论文是关于什么的
主动学习是一个广泛的概念，通常是指以学生为中心和激活的教学方法和教师主导的活动。
以前从学生学习成果的角度对主动学习的研究大多是积极的。
在这种情况下，主动学习的应用及其对学习成果影响的实证研究需要系统的关注。本综述研究旨在通过调查主动学习概念的使用和合理性以及主动学习研究中学习成果的测量方法，概述主动学习研究的现状。
你可以学到什么
该评价发现的结果与主动学习概念的使用以及学习的测量方法有关。
其余的研究没有定义这个概念，而是将其视为一种教学或学习方法。
总体而言，在本次综述的研究中，那些不受任何特定职业约束的更通用的技能受到的关注最少，尽管它们在从高等教育到工作生活的过渡过程中被认为是重要的，并且被视为主动学习的重要产品。
第三，这些研究中的大多数都是在一门课程中衡量学生的学习情况，而不是关注各种活动对学习的影响。这对于结合两个或多个主动学习活动的研究尤其成问题，因为如果不单独研究不同的组成部分，就很难评估活动的有效性。
主动学习干预研究的方法学考虑表明，在未来，研究人员应该注意研究环境的描述以及他们如何接近学习成果。
毕竟，高等教育的发展需要一个系统的方法，那就是研究。
