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Using the Active Learning Cycle

3b: Using the Active Learning Cycle

Advising Subject Matter Expert(s)

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Module References

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Benton, S., & Pallett, W. (2013, January 29). Essay on importance of class size in higher education. Retrieved April 11, 2018, from 

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.

Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18 – 35.

Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.

Cleveland, L. G. (2002). That’s not a large class; It’s a small town: How do I manage? In C. A. Stanley & M. E. Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 16–27). Bolton, MA: Anker.

Columbia University. (n.d.) Active learning. Retrieved from 

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Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Derek Bok Center. (2014). ABLConnect: Doris Sommer on Active Learning in the Humanities. Retrieved from 

Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.

Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus.

Faust, J. L., & Paulson, D. R. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching, 9(2), 3–24.

Felder, R. M. (1997). Beating the numbers game: Effective teaching in large classes. Proceedings of the 1997 ASEE Annual Conference, Milwaukee, WI. Retrieved from: 

Gross Davis, B. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Hake, R. R. (1998). Interactive-Engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64.

Huba M. E., & Freed, J. E. (2000). Learner-Centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon.

Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4, 298–310.

Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from 

Lawson Remler, N. (2002). The more active the better: Engaging College English students with active learning strategies. Teaching English in the Two-Year College, 30, 76–81.

McKeachie, W. J. (1999). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (10th ed.). Boston, MA: Houghton Mifflin.

Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (updated and expanded 2nd ed.). Seattle, WA: Pear Press.

Moore, M. G. (2012). Handbook of distance education. (3rd ed.). New York, NY: Routledge.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

North Dakota State University. (n.d.). Active learning activities. Retrieved from 

Novicki, A. (2010, April 1). Promoting learning in large enrollment courses [Blog post]. Retrieved from 

Orellana, A. (2006). Class size and interaction in online courses. The Quarterly Review of Distance Education, 7(3), 229–248.

Pollard, J. (2014, June 9). Teaching students how to think. University of Arizona News. Retrieved from 

PolyUFB. (2013, February 20). Dr. Allison Lloyd – Active learning in large class [Video file]. Retrieved from 

Preszler, R. W., Dawe, A., Shuster, C. B., & Shuster, M. (2007). Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sciences Education, 6, 29–41.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223–231.

Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10, 14–18.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.

Sutherland, T. E., & Bonwell, C. C. (Eds.). (1996). Using active learning in college classes: A range of options for faculty. San Francisco, CA: Jossey-Bass.

Teaching and Educational Development Institute. (2002). A survey of large class teaching around Australia. Retrieved from 

Topping, K. J., & Ehly, S. W. (1998). Peer-assisted learning. Mahwah, NJ: Erlbaum Associates.

Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 28–38.

Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from 

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University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from 

VanGundy, A. B. (2005). 101 activities for teaching creativity and problem solving. San Francisco, CA: Pfeiffer.

Waitkus, J. (2006). Active learning in humanities courses: Helping students to think critically. Journal of College Teaching & Learning, 3(10), 57–62.

Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 

Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: 


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