Skip to main content

Active Learning Strategies: A Mini Review of Evidence-Based Approaches

Author(s): Maria Eugenia Martinez 1 , Valeria Gomez 2
Author(s) information:
1 Facultad de Educacion, Universidad de los Anded, Calle 18 A#0-19 Este, Bogota 111711, Colombia
2 Development and Educational Psicology, Universidade de Santiago de Compostela, Campus Vida, 15782 Santiago de Compostela, A Coruna, Spain

Corresponding author

Active learning strategies such as think-pair-share (TPS), problem-based learning (PBL), flipped classrooms, and collaborative projects are essential for promoting student engagement, critical thinking, and academic success. This review brings together evidence from multiple disciplines to examine the effectiveness of these strategies and their impact on educational outcomes. PBL is particularly popular in fields such as engineering and medicine, where it enhances problem-solving, self-directed learning, and teamwork by exposing students to real-world, interdisciplinary challenges. Flipped classrooms, where content delivery occurs outside of the classroom, can enable more interactive, discussion-based learning in class, which can improve student performance and satisfaction, despite challenges associated with preparation and varying learning rates. Collaborative projects are often used in economics and social sciences to foster important skills such as teamwork, leadership, and communication through group interaction. The effectiveness of these strategies is further enhanced by structured instructional models such as the analysis, design, development, implementation, and evaluation (ADDIE) framework, ensuring alignment with educational goals. In addition, the incorporation of artificial intelligence into active learning is transforming educational practice by providing personalized learning experiences and immediate feedback, although it also raises ethical concerns about the balance between technology and human interaction. In summary, active learning strategies, if carefully implemented, can provide students with important skills for academic and career success while meeting the changing demands of modern education.

Wang, Y.; Zhang, X.; Li, M. (2022). Active Learning and Student Engagement in Higher Education: A Review of Literature. Education Sciences, 12, 112-125. https://doi.org/10.3390/educsci12030112.

Piaget, J. (2021). Cognitive Development and Active Learning: A Constructivist Approach. Psychology of Education, 29, 45–57. https://doi.org/10.3390/psycheduc29010045.

Vygotsky, L. (2020). Sociocultural Theory and Active Learning: Bridging Learning with Social Interaction. Journal of Educational Psychology, 15, 98–105. https://doi.org/10.3390/jepsyc15020098.

Finelli, C.J.; Brown, D.; McCarty, T. (2021). The Impact of Active Learning in STEM Education: A Longitudinal Study. Journal of STEM Education, 22, 88-95. https://doi.org/10.3390/stemedu22010088.

Zhao, Y.; Liu, X.; Yang, Y. (2020). Digital Tools for Active Learning in the Classroom: Innovations and Challenges. Computers & Education, 143, 123-138. https://doi.org/10.1016/j.compedu.2020.103700.

Deslauriers, L.; McCarty, L.; Singh, C. (2022). Active Learning and the Future of Education: A Critical Review. Educational Psychology Review, 34, 1-15. https://doi.org/10.1007/s10648-021-09673-w.

Tharayil, J.; Choi, S.; Jeong, S. (2023). Active Learning Strategies and Student Outcomes: Evidence from Diverse Educational Contexts. Journal of Educational Research, 16, 73–86. https://doi.org/10.1080/00220671.2023.1971745.

Liu, Y.; Zhang, M.; Lin, X. (2023). Enhancing Critical Thinking and Participation through Think-Pair-Share: Evidence from STEM Education. Education Sciences, 13, 101-110. https://doi.org/10.3390/educsci13020101.

Zhang, H.; Li, X.; Wang, F. (2021). Think-Pair-Share: Impact on Student Learning and Engagement in Higher Education. Journal of Educational Psychology, 32, 77-85. https://doi.org/10.1016/j.jedupsy.2021.06.003.

Green, T.; Brown, M.; Johnson, H. (2021). Problem-Based Learning in Medical Education: The Role of Inquiry and Active Problem-Solving. Medical Education Review, 11, 25-38. https://doi.org/10.1007/s11224-021-01034-2.

Wang, C.; Li, J. (2022). The Benefits and Challenges of Problem-Based Learning in STEM Disciplines. Innovations in Higher Education, 27, 53-61. https://doi.org/10.1007/s10755-021-09593-0.

Park, K.; Lee, H.; Choi, J. (2020). Flipped Classroom and Student Engagement: A Review of Evidence from Higher Education. Journal of Educational Technology, 16, 54-67. https://doi.org/10.1080/09720073.2020.1798971.

Campbell, L.; Wulff, S. (2023). The Effectiveness of Flipped Classrooms in Higher Education: A Comprehensive Review. Journal of Education and Teaching, 15, 105-120. https://doi.org/10.1080/01411926.2023.2005399.

Smith, A.; Jones, T.; Clarke, M. (2022). Collaborative Projects in Business Education: Bridging Theory and Practice. Business Education Quarterly, 19, 112-124. https://doi.org/10.1080/03623409.2022.1855930.

Robinson, P.; Thomas, G.; Watts, M. (2021). Collaborative Learning in Social Sciences: Enhancing Critical Thinking and Interpersonal Skills. Journal of Social Education, 45, 70-83. https://doi.org/10.1177/0047123419857369.

Johnson, A.; Brown, L. (2022). Effective Strategies for Student Engagement: Exploring Think-Pair-Share in Large Classrooms. Teaching and Learning in Higher Education, 35, 125-138. https://doi.org/10.1080/03623409.2022.1855930.

Green, T.; Brown, M.; Johnson, H. (2021). Problem-Based Learning and its Role in Medical Education: A Review. Medical Education Review, 12, 59-72. https://doi.org/10.1007/s11224-021-01035-2.

Sullivan, R.; Johnson, M. (2020). The Challenges of Implementing Problem-Based Learning. Educational Development, 18, 115-130. https://doi.org/10.1080/09720073.2020.1818046.

Robinson, P.; Thomas, G.; Watts, M. (2021). Collaborative Learning in Social Sciences: Enhancing Critical Thinking and Interpersonal Skills. Journal of Social Education, 45, 70-83. https://doi.org/10.1177/0047123419857369.

Dixon, R.; Roberts, S. (2024). Integrating Active Learning Strategies: A Comprehensive Approach. Teaching Education Studies, 41, 85-99. https://doi.org/10.1016/j.tes.2024.03.007.

Davis, M.; White, S.; Thomas, K. (2023). Active Learning for Deeper Understanding: Exploring Student Engagement. Journal of Education and Teaching, 28, 112-121. https://doi.org/10.1080/01411926.2023.2021815.

Lee, R.; Wang, H. (2022). Improving Academic Performance with Active Learning: Evidence from Various Disciplines. International Journal of Educational Innovations, 34, 78-89. https://doi.org/10.1016/j.ijed.2022.03.004.

Gonzalez, E.; Perez, A. (2024). Encouraging Problem-Solving Skills with Active Learning: The Role of Collaboration. Journal of Collaborative Learning, 9, 44-57. https://doi.org/10.1080/15230562.2024.1752348.

Jones, C.; Clarke, M.; Zhang, Y. (2022). Long-Term Retention Through Active Learning: A Longitudinal Study. Journal of Educational Psychology, 34, 23-36. https://doi.org/10.1016/j.jedupsy.2022.02.005.

Wang, J.; Li, Y.; Kim, S. (2021). Overcoming Instructor Resistance to Active Learning. Journal of Teaching and Education, 45, 110-124. https://doi.org/10.1080/00224871.2021.1885631.

Harris, D.; Moore, K.; Johnson, S. (2023). Supporting Instructors in Active Learning Implementation. Innovative Education and Practice, 17, 98-112. https://doi.org/10.1007/s10755-023-09525-9.

Martin, L.; Tran, V. (2024). Resource Demands of Active Learning in Higher Education. Journal of Educational Development, 33, 115-129. https://doi.org/10.1080/09720073.2024.1956798.

Patel, S.; Clark, G. (2021). Social Sciences and Active Learning: Enhancing Collaboration and Critical Thinking. Social Education Journal, 18, 77-89. https://doi.org/10.1016/j.sej.2021.03.001.

Davis, M.; Robinson, C. (2023). AI-Enhanced Active Learning: Transforming Student Engagement. Educational Technology Review, 18, 122-135. https://doi.org/10.1080/01981360.2023.1958892.

Yang, T.; Kim, S. (2022). Personalized Learning with AI: A Future in Active Education. Journal of Educational Innovations, 25, 78-92. https://doi.org/10.1016/j.jedtech.2022.04.003.

Lee, J.; Yang, H.; Kim, P. (2024). AI-Driven Simulations for Active Learning in Higher Education. Computers & Education, 36, 34-45. https://doi.org/10.1016/j.compedu.2023.101623.

Singh, A.; Zhao, W. (2021). Real-Time AI Feedback: Enhancing Learning Outcomes. Journal of Educational Psychology, 30, 211-225. https://doi.org/10.1080/00370028.2021.1899756.

Anderson, L.; Taylor, R.; Green, M. (2022). AI and Collaborative Learning: Supporting PBL. Active Learning in Higher Education, 23, 145-157. https://doi.org/10.1177/1469787422102342.

Li, J.; Chen, K. (2020). Overcoming Challenges of AI in Education: Striking a Balance. Journal of Educational Technology and Society, 23, 52-67. https://doi.org/10.1080/21576285.2020.1719507.

About this article

SUBMITTED: 10 December 2024
ACCEPTED: 14 January 2025
PUBLISHED: 17 January 2025
SUBMITTED to ACCEPTED: 36 days
DOI: https://doi.org/10.53623/apga.v4i1.555

Cite this article
Martinez, M. E., & Gomez, V. . (2025). Active Learning Strategies: A Mini Review of Evidence-Based Approaches. Acta Pedagogia Asiana, 4(1), 43–54. https://doi.org/10.53623/apga.v4i1.555
Keywords
Accessed
163
Citations
0
Share this article