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A tool for measuring active learning in the classroom.

Jenny A Van Amburgh1, John W Devlin, Jennifer L Kirwin

  • 1Bouvé College of Health Sciences, Northeastern University, Boston, MA 02115, USA. j.vanamburgh@neu.edu

American Journal of Pharmaceutical Education
|November 14, 2007
PubMed
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A new Active-Learning Inventory Tool was developed and validated for measuring classroom engagement. This tool is reliable for assessing active learning in large educational settings.

Area of Science:

  • Educational Research
  • Pharmacy Education

Background:

  • Active learning strategies are crucial for enhancing student engagement and knowledge retention in higher education.
  • Assessing the implementation and effectiveness of active learning in large classrooms presents unique challenges.

Purpose of the Study:

  • To develop and validate a reliable tool, the Active-Learning Inventory Tool, for measuring active learning in large classrooms.
  • To compare faculty perceptions of active learning using the developed tool.

Main Methods:

  • The Active-Learning Inventory Tool was created based on existing literature and expert validation.
  • Faculty members trained in using the tool observed 9 pharmacy lectures to establish reliability.
  • Instructors were interviewed post-observation to gather their perceptions of active learning.
Keywords:
active learningassessmentfaculty developmentpeer observationperceptions

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Main Results:

  • An average of 13 active learning episodes, involving 3 types, occurred per lecture.
  • Active learning episodes lasted an average of 2.2 minutes.
  • High interobserver agreement (>=87%) and observer-instructor agreement (>=68%) were achieved.

Conclusions:

  • The Active-Learning Inventory Tool is a valid and reliable instrument for quantifying active learning in educational settings.
  • Further research is recommended to explore the tool's impact on teaching practices and its applicability across different academic disciplines.