Is active learning like broccoli? Student perceptions of active learning in large lecture classes

Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class. Students were assigned either active learning or content review activities. Students in the active learning condition reported greater retention of and engagement with the course material but not greater enjoyment when compared to students in the content review condition. The importance of choosing pedagogical methods that promote the construction of knowledge rather than just behavioral activity is discussed.