What question did this study set out to answer?

To clarify the definition of active learning by categorizing types of intellectual work required in biology courses.

Not simply “active”: identifying types of active-learning tasks in introductory biology

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Analysis of active-learning tasks reveals varied intellectual work levels in biology courses, suggesting improved definitions for practice.

To clarify the definition of active learning by categorizing types of intellectual work required in biology courses.
Systematic analysis of in-class activities in 55 introductory biology courses across the U.S.
Adaptation of the ICAP framework for observation of classroom activities.
Analysis of classroom videos in 15-second segments.
Instructors spent about 25% of class time on student work, with considerable variation.
Approximately half of student work focused on recall, while the other half required deeper cognitive engagement.
No significant predictors were found for the quantity and quality of active-learning opportunities across courses.

Jackson et al. (2026) studied this question.

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View Full Paper

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Authors

Analysis of active-learning tasks reveals varied intellectual work levels in biology courses, suggesting improved definitions for practice.

To clarify the definition of active learning by categorizing types of intellectual work required in biology courses.
Systematic analysis of in-class activities in 55 introductory biology courses across the U.S.
Adaptation of the ICAP framework for observation of classroom activities.
Analysis of classroom videos in 15-second segments.
Instructors spent about 25% of class time on student work, with considerable variation.
Approximately half of student work focused on recall, while the other half required deeper cognitive engagement.
No significant predictors were found for the quantity and quality of active-learning opportunities across courses.

Jackson et al. (2026) studied this question.

View Full Paper

Ask AI

Bookmark