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In a final study, the researchers were interested in whether or not collaboration was the primary cause of the increased conceptual understanding.In this study, students all received the activity first, but this time they were randomly assigned to one of two conditions.However, those who worked in groups found the activity to be much more enjoyable.
The quiz that was given in these studies was administered either immediately or within a few days of receiving the activity/instruction.
It remains unclear whether the same effects matter in the long term.
This difficulty reduces the feeling of fluency, which can lead to overconfidence in understanding.
That is, if the activity feels easy, then students will likely put in less effort toward understanding the material because they feel confident in their knowledge.
There are a few limitations in this study that the researchers address and should be considered before making sweeping generalizations or recommendations.
These materials were developed by instructors and may not apply to all classes and content areas.
Split the class into groups to maximize their enjoyment and be sure to provide feedback after the activity.2) If you have physical constraints that make group work difficult, don’t worry about it.
Individual work should not affect learning.3) Incorporate some aspects of active learning into your lectures!
Active learning can be a great addition to classes.
Even without increasing learning, higher engagement may keep students motivated (and likely improves evaluations of faculty in higher ed).