ArticleCBE life sciences education2014
Identifying key features of effective active learning: the effects of writing and peer discussion.
Article in CBE life sciences education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
15 citing papers in PubMed, 77 citations in OpenAlex.
- Training Intercultural Competence of Nurse Educators Online: A Design-Based Research Approach.Journal of transcultural nursing : official journal of the Transcultural Nursing Society · 2026Article
- Do active learning techniques promote higher academic performance in an online graduate anatomy course?Anatomical sciences education · 2025Article
- Multiagent AI Systems in Health Care: Envisioning Next-Generation Intelligence.Federal practitioner : for the health care professionals of the VA, DoD, and PHS · 2025Article
- Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.Journal of microbiology & biology education · 2024Article
- It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.CBE life sciences education · 2024Article
- Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.CBE life sciences education · 2023Article
- Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research.CBE life sciences education · 2018Article
- Promoting the Multidimensional Character of Scientific Reasoning.Journal of microbiology & biology education · 2017Article
- Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices.CBE life sciences education · 2017Article
- Your teaching strategy matters: how engagement impacts application in health information literacy instruction.Journal of the Medical Library Association : JMLA · 2017Article
- Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.Journal of microbiology & biology education · 2017Article
- STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities.CBE life sciences education · 2016Article
- Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.CBE life sciences education · 2016Article
- We must teach more effectively: here are four ways to get started.Molecular biology of the cell · 2015Article
- Faculty Self- and Needs Assessment of Preparedness for Integrating Active Learning Based on Medina's Conceptual Framework.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 4 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.