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The discussions reflect a strong consensus that active learning improves real understanding, supported by studies like Deslauriers et al., 2019, while also highlighting students’ common misperception of less learning, as seen in phrases like 'students in active classrooms learned more, but they felt they learned less.' The tone is analytical yet optimistic, emphasizing the importance of adjusting perceptions and teaching methods to enhance actual education outcomes.
Most discussions emphasize that the study confirms active learning leads to greater actual learning, despite students' misconceptions, showing strong consensus in support of the findings.
There is high curiosity and focus on the paradox between perceived and actual learning, with many citing specific studies and encouraging further exploration of the topic.
Posts frequently reference details from the study, share personal insights, and suggest practical applications, demonstrating deep involvement with the research implications.
The extensive sharing of the paper and acknowledgment of its importance in education indicates that the discussions likely influence teaching practices and perceptions about learning strategies.
توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
“Instructors should persuade students that they are benefitting... [or they] can be misled by the inherent disfluency associated with the sustained cognitive effort required for active learning, which...can have a negative impact on their actual learning.” https://t.co/UOgweOizyk
"students in the active classroom learn more, but they feel like they learn less... this negative correlation is caused in part by the increased cognitive effort required during active learning" https://t.co/MiPQc8MMk1
Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the "lecture." Be sure to explain teaching methods to students and ask the right questions on teaching evals. #teachpsych https://t.co/33Skpe5tHL https://t.co/JAzThwnbCQ
Yes, this is a potentially dangerous use of feedback from students. If we try too hard to 'keep them satisfied', it could result in damaging actual learning. I refer staff to Deslauriers on this too https://t.co/RUws1IgQV1 #AberPGCTHE https://t.co/ItRfH0kwSB
People keep rediscovering what is essentially the testing effect, which psychologists identified at least as early as the 1960's.
Having reviewed the general process of learning and memory, this video explores the different types of learning, emphasizing the importance of active versus passive study methods and their impact on understanding and…
This study compares students' perceived and actual learning in large physics classes, revealing that active instruction enhances understanding despite students perceiving passive learning as more effective, highlighting…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/5vtwP6BdmB
@AdrianoAguzzi And students' perception of learning has an inverse correlation with actual learning. https://t.co/8ljYrDz9BR
RT @cremieuxrecueil: Sources: https://t.co/i0qkwLj6tr https://t.co/CNGSZDv7Im And a review of sorts: https://t.co/dIp8SSvvRs
Sources: https://t.co/i0qkwLj6tr https://t.co/CNGSZDv7Im And a review of sorts: https://t.co/dIp8SSvvRs
RT @Aprendizaje40:
@mbeisen @Tyler_A_Harper Really? Those who I know switched were good at lecturing based on peer evaluations and student evaluations. They wanted to see if they could be better teachers. They kept up teaching like research. https://t.co/0iD0kZNtJh
@Dharlette Physics students at Harvard have been show to prefer passive lecture but did better with active learning on a common exam. https://t.co/0iD0kZO1yP
@JPfefferMerrill @SWGoldman There is research, at least in physics, that lecture may increase the feeling of learning but don't actually improve learning. Students in the study preferred lecture, likely because they had to engage less. https://t.co/0iD0kZNtJh
@CHaesemeyer @pschofie79 Study design in this case controls for that. One group did lecture and other did active for the first half. They then flipped for the second half. Controlled for materials as well. https://t.co/0iD0kZO1yP
@Hesamation he is right humans beings suck at telling whether they are learning or not a lot of people think easy to understand = learning, but it's the opposite https://t.co/NKZmknxa2e we learn more through the hard methods
@bar_doors @TetraspaceWest @ChristianHeiens Actually, statistically, that's a sign of a healthy classroom where people are actually learning. A lot of school is also learning about how to socialise within one's own year group as well as with organisations, and people that are in charge. So yeah. https://t.co/f0zJFQEVHD
People keep rediscovering what is essentially the testing effect, which psychologists identified at least as early as the 1960's.
This one? www.pnas.org/doi/full/10.... (Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom). I show data from this paper at the beginning of my large courses when I talk to them about my class structure (why I'm not lecturing all the time)
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
RT @AbdulahAlAsmary: توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
توصلت دراسة شاملة إلى أن التعلم النشط افضل بكثير من أسلوب المحاضرات الجامد الهامد. لكن كيف يكون التعلم نشطاً؟
"Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less." (lol, nice) https://t.co/F3cGjgVJba
@CCguerilla Reminds me of a 2019 paper https://t.co/gYooziz8pR ‘Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom’. You wouldn’t pay money to the gym and slap the instructor for not getting you fit if you hadn’t put the effort in.
RT @TPLTD: Interesting Open Access paper. “Comparing passive lectures with active learning using a randomized experimental approach and ide…
Interesting Open Access paper. “Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less,”: https://t.co/JRt1tSLk9G
@MishMei Students commonly perceive that they learn more in lecture-style teaching instead of active learning but the reverse is true. This is an important discussion to have. This may help: https://t.co/1Vb7DXJFHK
@MindWisdomMoney Students who revise actively and use effective methods often feel dumber than they actually are because they make more mistakes (https://t.co/GnTSWHJuTE). Ironically, these students get the best grades. Pain and discomfort are precursors to growth. Great message mate
@jordancmeadows @mattyglesias Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/0iD0kZNtJh
De multiples études scientifiques le prouvent d’ailleurs. https://t.co/puyJLJSoob https://t.co/hvecww4oAR https://t.co/WwkmTH36ct
この論文に関する「おすすめ」論文がまた面白い Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/iXPBZiCw8c https://t.co/Y7XhODoIEB
This is harder and makes you feel less smart. But you'll end up learning more. There's a bunch of evidence on this, for instance https://t.co/NwivEeOzl8 (2/2)
@mgaldino É a esse artigo que você está se referindo, né? Eu vou tentar algo mais ensino ativo no semestre que vem, agora que vou dar uma eletiva (não tive coragem de tentar isso em obrigatória), mas não estou muito otimista rs https://t.co/WnvhfkzM24
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/YSNw6TjtMB vía @oldaily https://t.co/fGUbL96u8e
@karpathy Yup https://t.co/luwPCIYvPG
@karpathy @karpathy, you might find this article on learning vs the feeling of learning interesting to read: https://t.co/wcInwt70mG
@SusanDebraBlum Very clearly explaining the reasoning behind using active learning methods. https://t.co/7opPPUqKMP
@mcleod You are very right. In fact, if the only thing faculty did was alternate between active responses and explanations, the whole thing would be so much better (see below). But you can guess how many Deans of Higher Ed are knocking on my door for advice. 0. https://t.co/vJdrwwa1ZZ
@hintondm @mart_compton @Adam_Tate1 @EmmaKEdDev @VirnaRossi @amhwork @deebaparmar @LJ_Rees @ProfSallyBrown @Dr_JamesWood @PODNetworkHQ @ascilite @julievoce @Bianca_Fox82 @celia_popovic More favourites: 1) Deslauriers, Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/PInfsBCaL7, 2) @rmforsyth Confident Assessment in Higher Education, 3) Bransford, How People Learn
@ShimminyKricket May help explain why students think they learn more from passive lectures than active learning approaches. https://t.co/0iD0kZNtJh
@paulmrenfro In STEM education there is research showing actual learning and feeling of learning are not always aligned. In the linked research, lecture favored the latter while active pedagogy favored the former. https://t.co/0iD0kZNtJh
RT @williamstome: Advice for new faculty: sometimes lower teaching evaluations are better. https://t.co/NoNeOsQY28 https://t.co/iZ3hOebRaE
Advice for new faculty: sometimes lower teaching evaluations are better. https://t.co/NoNeOsQY28 https://t.co/iZ3hOebRaE
RT @emollick: “Instructors should persuade students that they are benefitting... [or they] can be misled by the inherent disfluency associa…
Per chi insegna. Molto interessante. https://t.co/FgFMAE8WbZ https://t.co/JDUoQ7H4HS
RT @emollick: “Instructors should persuade students that they are benefitting... [or they] can be misled by the inherent disfluency associa…
“Instructors should persuade students that they are benefitting... [or they] can be misled by the inherent disfluency associated with the sustained cognitive effort required for active learning, which...can have a negative impact on their actual learning.” https://t.co/UOgweOizyk
RT @MaryJacobTEL1: Yes, this is a potentially dangerous use of feedback from students. If we try too hard to 'keep them satisfied', it coul…
RT @MaryJacobTEL1: Yes, this is a potentially dangerous use of feedback from students. If we try too hard to 'keep them satisfied', it coul…
RT @MaryJacobTEL1: Yes, this is a potentially dangerous use of feedback from students. If we try too hard to 'keep them satisfied', it coul…
Yes, this is a potentially dangerous use of feedback from students. If we try too hard to 'keep them satisfied', it could result in damaging actual learning. I refer staff to Deslauriers on this too https://t.co/RUws1IgQV1 #AberPGCTHE https://t.co/ItRfH0kwSB
@mededdoc @rohitmarawar … I don’t like the idea of being overly dependent on … ✅ Also this:
@Cortes_Penfield @IDstewardship @CDCgov @SIDPharm @febrilepodcast @EmpiricGame @IDFellowsCup The disconnect between the preference for & perception of learning more from passive vs active learning despite better performance with active learning is (sadly) well-documented. https://t.co/OWNbrI4TAQ
RT @alfiekohn: @SusanDebraBlum Largely true - and sadly ironic in the case of students. For example, a recent study showed that college stu…
@SusanDebraBlum Largely true - and sadly ironic in the case of students. For example, a recent study showed that college students may prefer being lectured at and incorrectly believe it's more effective: https://t.co/ogD32O1ZUi.
This is a courageous statement of reality from a high school physics teacher. As a college professor, I have more freedom to attempt to coax my students toward genuine learning than the average HS teacher does. And it's still really hard. Example: https://t.co/4Yd7PWcwIV https://t.co/bQvJvUnc6d
@captgouda24 Thanks for this. Perhaps two other papers are of interest: https://t.co/UoeiN1O2FD and https://t.co/FsPkIqmDza
Link here, HT: @cremieuxrecueil https://t.co/EbIKR0ANMK
RT @alexwadecraig: Students like passive, lecture-based learning because it requires less effort from them and it is less likely to show th…
Students like passive, lecture-based learning because it requires less effort from them and it is less likely to show them their own ignorance. It thereby gives them the feeling that they are learning more. They are actually learning less. https://t.co/GGLFvEtElc https://t.co/SoiEInzAvL
RT @emollick: “Instructors should persuade students that they are benefitting... [or they] can be misled by the inherent disfluency associa…
RT @emollick: “Instructors should persuade students that they are benefitting... [or they] can be misled by the inherent disfluency associa…
@tracewoodgrains From https://t.co/bxMydKZdH0
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/wjKwLopPN3
Active learning は従来の教育手法より効果があるという結果が出ていても、生徒たちはそう感じていないというデータの矛盾がおもしろすぎる。 Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/NINA4LidkP
@ReadTheSyllabus Related: “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom” https://t.co/XjWq6vlaG0
RT @mootastic: アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https:/…
RT @mootastic: アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https:/…
RT @mootastic: アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https:/…
RT @mootastic: アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https:/…
RT @mootastic: アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https:/…
RT @mootastic: アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https:/…
アクティブ・ラーニングを実際にやりたがる学生・教員はいまだ少数だが、アクティブ・ラーニングを使うと学生の理解は実際に向上するが、その過程がツライので学生は「あんまり理解できてない」と感じることが判明。教員はこれに注意する必要がある。 https://t.co/jDGxy2lXeY
@MrZachG @nsachdeva2019 https://t.co/6P7QsYPJf6
@DrSatid My favorite paper to encourage teachers to still use active learning even though their evals in the short term may take a small hit: https://t.co/o7FgjATiLP Learners feel they learn less likely becuase they are challenged and don’t immedistely get the “right” answer
@isanchezprado In this study, students learned more with active learning, but “felt” like they learned less. https://t.co/kauOcjPnUi
@DoctorPreece @lcgeography Some really interesting studies recently on this. This one found bad at assessing effective learning https://t.co/bEjtKHkxX5, though maybe better than we had thought https://t.co/TxJnMkyKzK and giving feedback on it makes them more likely to use it https://t.co/XtjF6CBEpM
@mededdoc @CUMedicalSchool @dyrbye Indeed, I also like this paper. https://t.co/zsRqkqKOHu
Students perception of active learning isn’t always accurate. See this new study. #edchat #flippedlearning #activelearning https://t.co/1oDMRsNo1Z
Just leaving this here for the @AUC Dept. of Education Studies and the erstwhile dean & interim dean who seem not to have a clue. https://t.co/ieHUl2y6Rt @AUC_HUSS
@Chwyrligwgan @LJ_Rees @LTHEchat Thanks for asking, and so nice to see you picking up on the #LTHEchat :-) Here is the link: https://t.co/RUws1IgQV1
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | @scoopit https://t.co/l9JwuCYfiJ
RT @alfiekohn: While this study confirms yet again that active learning is superior, it also shows that college students may prefer being l…
@Becthevet @LTHEchat a4 #LTHEchat yes, that's a common observation. There's an article by Deslauriers on feeling of learning versus actual learning that addresses this issue https://t.co/RUws1IgQV1
@LTHEchat A4 #LTHEchat thanks @MaryJacobTEL1 for reminding me of this Deslauriers, L., McCarty, L.S., Miller, K., Callaghan, K. and Kestin, G., 2019. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. https://t.co/dwOdumSW1D
RT @alfiekohn: While this study confirms yet again that active learning is superior, it also shows that college students may prefer being l…
RT @alfiekohn: While this study confirms yet again that active learning is superior, it also shows that college students may prefer being l…
RT @alfiekohn: While this study confirms yet again that active learning is superior, it also shows that college students may prefer being l…
RT @alfiekohn: While this study confirms yet again that active learning is superior, it also shows that college students may prefer being l…
RT @alfiekohn: While this study confirms yet again that active learning is superior, it also shows that college students may prefer being l…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/YAlEZfDefG
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom: https://t.co/QGZhAvERxW | By: @PNASNews https://t.co/zEVlWhKpcD
Source: Deslauriers, McCarty, Miller, et al. "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom." Department of Physics, @Harvard University. September 24, 2019. #harvard #learning #study #academics #thursday #trivia https://t.co/eOhY2T74Qk
Students learn more from active classrooms, but they think they’re learning less!: Aki points us to this article by some Harvard physics teachers, “Measuring actual learning versus feeling of learning in response to being actively engaged in the… https://t.co/BrQNpb95Zm
RT @MishaTeplitskiy: "students in the active classroom learn more, but they feel like they learn less... this negative correlation is caus…
RT @MishaTeplitskiy: "students in the active classroom learn more, but they feel like they learn less... this negative correlation is caus…
RT @MishaTeplitskiy: "students in the active classroom learn more, but they feel like they learn less... this negative correlation is caus…
RT @MishaTeplitskiy: "students in the active classroom learn more, but they feel like they learn less... this negative correlation is caus…
RT @MishaTeplitskiy: "students in the active classroom learn more, but they feel like they learn less... this negative correlation is caus…
RT @MishaTeplitskiy: "students in the active classroom learn more, but they feel like they learn less... this negative correlation is caus…
"students in the active classroom learn more, but they feel like they learn less... this negative correlation is caused in part by the increased cognitive effort required during active learning" https://t.co/MiPQc8MMk1
I also often reference "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" (Deslauriers, McCarty, et. al 2019) which seems to build on this paper/video for folks uncertain about active learning. https://t.co/Se4Ew0pprp
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | Proceedings of the National Academy of Sciences https://t.co/HVqnv5cD3l #ActiveLearning #highered #academia #pedagogy
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/gb3iURMbYF #tuesdaythoughts #digitallearning
@BeyondGoodPod @SRHT82 @Strickomaster It's not about trust, I don't think kids are lying about where they think make progress. It's just that their perceptions are not very accurate. For just one example see https://t.co/C1jUGXqDmG
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | Proceedings of the National Academy of Sciences https://t.co/BKH4boehfz
@LindsayMasland . https://t.co/hz5dJpKA1R
@LindsayMasland This is helpful: Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257
@MK_IDpharm I find student evals useful for optimizing the learner experience - sometimes small tweaks make a big difference. I find them less useful in informing overall approaches as learners are often poor judges of the effectiveness of instructional techniques. https://t.co/QtoCWivAim
RT @UoB_HEFi: #BottomLine No. 600: Measuring actual learning versus feeling of learning in response to being actively engaged in the classr…
#BottomLine No. 600: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom @Louis_ScienceEd, Logan S. McCarty, Kelly Miller, Kristina Callaghan, Greg Kestin https://t.co/GczDvPYHf0 https://t.co/ikfl3NkKG1
RT @numericalguy: @aserkin Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom http…
@aserkin Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/WMbDVgf9NO On other hand, read this as well: Attention span during lectures: 8 seconds, 10 minutes, or more?https://t.co/hqm4hMcdfi
This article is circulated as being about learning and education 'in general', the difference between active/inactive learning methods, & ('biased') 'perception of learning' versus 'actual' learning. Very curious to hear the #meded community thoughts! https://t.co/buBXCbjSdM
RT @keefer007: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/S63…
RT @keefer007: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/S63…
RT @keefer007: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/S63…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/S63oUnOF4L Thanks @JenniferMeka for the resource! #hmivirtual
Interesting study findings: "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" Students prefer being lectured to, even though it is not as effective in driving learning. Likely due to the effort required by the students. https://t.co/P0sBRes2tS
We really believe that active learning strategies work more than just lectures and other passive approaches to teaching! A great research article: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/KGsk396B4p
@MMagdowski @n_powroznik Ja, Studierende bevorzugen Vorlesungen, jedoch ist es nicht effektiv, zB Deslauriers et al, 2019 „Comparing passive lectures with active learning … students in the active classroom learn more, but they feel like they learn less“ https://t.co/0aZiOc3g72
RT @IsaJa: @Josef_Buchner @lombardi_learn @ChountaIrene @mkerres The study I mentioned by Deslauriers et al., 2019: https://t.co/BMFdP9nMpb…
RT @UoB_HEFi: #BottomLine No. 445: Measuring actual learning versus feeling of learning in response to being actively engaged in the classr…
#BottomLine No. 445: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/uF1LfSmxqN https://t.co/HhWmi4YCXy
RT @MSchultz_chem: @dino_spagnoli A great follow up to that is Deslauriers et al. 2019. "Measuring actual learning versus feeling of learni…
@dino_spagnoli A great follow up to that is Deslauriers et al. 2019. "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom." Proceedings of the National Academy of Sciences 116 (39):19251-7. doi: 10.1073/pnas.1821936116.
Por suerte, podemos poner a prueba las metodologías y demostrar empíricamente, qué funciona y qué no. Xej este estudio, donde lograron constatar esta contradicción entre lo que se percibe como más efectivo y lo que resulta más efectivo para el aprendizaje https://t.co/wUwSX5CXLK
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/Ufg39cpGxA
https://t.co/zDTLg3l5S5
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/4VHhuZufkW
"Compared with students in traditional lectures, students in active classes perceived that they learned less, while in reality they learned more." Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/bwgM59Gb3W
There's a disconnect between how students think they learn best and what actually works. https://t.co/FWSSkOU1jy
"Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" - https://t.co/KuGhONZl1O - those with active learning learned more but liked it less than those with passive learning. 1/2
RT @MarkNaunton: Terrific reading. Measuring actual learning versus feeling of learning in response to being actively engaged in the classr…
Terrific reading. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/EVReRXfM5R
Here’s an interesting research read on measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. The study, published in the prestigious journal Proceedings of the National Academy…https://t.co/WBtBCeUWpz https://t.co/PkjSra3Ml1
Fascinating, what a well-crafted study: "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" https://t.co/YAEcQLP8Si; Worth remembering that 'feeling' surveys provide very weak data https://t.co/8qYChDYZUG
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/QQvoXZIwEz
Now this sounds relevant given that at least in SE students evaluate courses (which potentially decides if they are funded or not)... Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/av1DtDwvVJ
RT @labfilosofici: @econinbricks @EthicsInBricks Here there is a proof of that: Measuring actual learning versus feeling of learning in res…
1. I am going to try to convince students at the beginning of the semester (even more than I already do) that it is in their best interest to actively participate by refering to these papers: https://t.co/V8vuQO4gwD, https://t.co/beDuZVX3vw, https://t.co/q84PSAnzd0 2/4
@herman08015 @emollick @herman08015, this you pointed me to strenghtend me in "cold calling" in class to increase learning. Plus: I'm gonna try to make students understand that it's in their best interest by refering to these: https://t.co/V8vuQO4gwD, https://t.co/beDuZVX3vw, https://t.co/q84PSAnzd0
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/e2NMx2ENwm https://t.co/W0hWeEQQai
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/XV65rxyd0F
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom: https://t.co/7VRsaJOHgY | By: @PNASNews https://t.co/QA72As4GXS
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/q6XvjQC54x
RT @labfilosofici: @econinbricks @EthicsInBricks Here there is a proof of that: Measuring actual learning versus feeling of learning in res…
RT @labfilosofici: @econinbricks @EthicsInBricks Here there is a proof of that: Measuring actual learning versus feeling of learning in res…
@econinbricks @EthicsInBricks Here there is a proof of that: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019) https://t.co/kTTkKaKaId
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/z2alyuLboV
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/csU1LbVEYc
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/Bv3lli58ER
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/6vHkPtJmUk
RT @RenalRhapsody: For my fellow nephrology educators who are contemplating new ways to teach and wondering how effective it all is, here's…
RT @melchorsm: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t…
RT @TChanMD: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @med…
RT @TChanMD: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @med…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/dcOiS0lddR
RT @TChanMD: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @med…
RT @TChanMD: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @med…
RT @TChanMD: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @med…
RT @TChanMD: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @med…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS H/T @mededdoc #keylimepodcast https://t.co/WRB1RQ0QAS
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/dIM3WJcvzz via @nuzzel
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/XV65rxyd0F
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | @scoopit via @kiwirip https://t.co/SULPNGhWh8
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/lC2pbWoqsA
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom | PNAS https://t.co/W3J2UaCd7Q
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/dIM3WJcvzz via @nuzzel
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/4UIjvrHLOX
RT @GuyBoysen: Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the…
Students lean more from active learning than lecture but self-report the opposite when asked about the effectiveness of the "lecture." Be sure to explain teaching methods to students and ask the right questions on teaching evals. #teachpsych https://t.co/33Skpe5tHL https://t.co/JAzThwnbCQ
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom #STEM #HigherEd https://t.co/9V8f2XtdcU
@SallyDalton18 Nice to speak to you at the end. The paper is Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/AFzOdfhOng
@rbhartshorne The paper is by Deslauriers et al Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/AFzOdfhOng
"Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" https://t.co/rkKI232G35 https://t.co/GaUggf5mrw
RT @Lab_ACME: Oh the double edge sword of #effort. Measuring actual learning versus feeling of learning in response to being actively engag…
Oh the double edge sword of #effort. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/qP2vcUXWau
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/yzLFwQ7bIG
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/dtUyIfwE22
RT @cwodtke: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/TRA7v…
RT @cwodtke: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/TRA7v…
RT @cwodtke: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/TRA7v…
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/TRA7vR768L "This article addresses the long-standing question of why students and faculty remain resistant to active learning."
RT @synantocyte: On first read this study seems excellent. Students perceive more learning from passive lecturing - but really learn more f…
On first read this study seems excellent. Students perceive more learning from passive lecturing - but really learn more from active teaching. "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" https://t.co/KXkyNXGnbw
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/nveddTEQ05
RT @bhundey: Today in @westernuCTL Journal Club: Measuring actual learning versus feeling of learning in response to being actively engaged…
Today in @westernuCTL Journal Club: Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (Deslauriers et al., 2019) #highered #activelearning #eddev https://t.co/e4CmBz3E2E
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/JMvlVDH0VW
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/MzaZwRAdnZ
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/7PX4PmYik1 #financialeducation #finanzcoaching https://t.co/lyxuuKijQV
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/OXG4erikmn
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom https://t.co/7PX4PmYik1 #financialeducation #financialcoaching #finanzcoaching https://t.co/k8K16EwSEo
RT @k_s_brown: Thanks to Prof Shelby Riskin for a great workshop on scientific teaching! For those interested, Shelby included a recent @PN…
Thanks to Prof Shelby Riskin for a great workshop on scientific teaching! For those interested, Shelby included a recent @PNASNews article on actual learning vs feeling of learning in response active learning modules
When subjected to active learning sessions, students learn more than with traditional teaching methods, however, they feel that they learn less. The latter is likely the reason why still so many teachers and students are not fond of active learning. https://t.co/DpoD1hqK54 https://t.co/EH9lDT9Jbr
RT @curtlanglotz: From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instru…
RT @curtlanglotz: From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instru…
RT @curtlanglotz: From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instru…
RT @curtlanglotz: From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instru…
RT @curtlanglotz: From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instru…
RT @curtlanglotz: From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instru…
From @PNASNews: "Students in active classrooms learned more, but they perceived that they learned less. Evaluating instruction based on students’ perceptions could promote inferior passive methods." HT @AndrewYNg in "The Batch" @deeplearningai_ news blast https://t.co/oIPjblc9dG
“attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior ... methods“ — be careful how you measure learning! https://t.co/H3TLRimP1H
RT @DavidBergsman: Students think they learn more from lectures, but actually learn more using active learning. My takeaways: (1) set expe…
Link to full PNAS article “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom” by Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin: https://t.co/aT8Pl119Ay
Students think they learn more from lectures, but actually learn more using active learning. My takeaways: (1) set expectations by letting students know why you are using active learning, and (2) don't be discouraged by pushback. https://t.co/832W0o6aql https://t.co/xiD6iIgL5f
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original - Educação Com ...
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original - Educação Com ...
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original - Educação Com ...
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original - Educação Com ...
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original - Educação Com ...
18 de outubro de 2025 Vila Mariana – SP Fonte: Deslauriers et al., Harvard, PNAS 2019 https://www.pnas.org/doi/10.1073/pnas.1821936116 #FórumCNV ...
116 (39) 19251-19257, https://doi.org/10.1073/pnas. 1821936116 (2019). No photo description available.
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original - Educação Com ...
... 10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
... 10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
students' inherent, unbiased response to being actively engaged First published September 4, 2019. www.pnas.org/cgi/doi/10.1073/pnas.1821936116 PNAS | September ...
doi:10.1073/pnas.1821936116. 23. Yang Q, Tufts C, Ungar L, Guntuku S, Merchant R. To retweet or not to retweet: understanding what features of cardiovascular ...
https://doi.org/10.1073/pnas.1821936116 (2019). Crum, A. J. et al. Rethinking stress: the role of mindsets in determining the stress response. Journal of ...
... pnas.org/doi/10.1073/pnas. 1821936116. pnas.org. Measuring actual learning versus feeling of learning in response to · 4 yrs · 8 · Profile photo ...
... que aprendieron con aprendizaje centrado en el estudiante. https://www.pnas.org/doi/10.1073/pnas.1821936116 · hausdorffparty. • hace 2 m.
... worse than those who learned from student-centered learning. https://www.pnas.org/doi/10.1073/pnas.1821936116 · hausdorffparty. • 3mo ago.
... ://doi.org/10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
Natl. Acad. Sci. U.S.A.116 (39) 19251-19257, https://doi.org/10.1073/pnas. 1821936116 (2019).
... 10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
116 (39) 19251-19257, https://doi.org/10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
116 (39) 19251-19257, https://doi.org/10.1073/pnas.1821936116 (2019). https://www.pnas.org/doi/10.1073/pnas.1821936116. Reply. 144 days ago.
... 10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
U.S.A.116 (39) 19251-19257, https://doi.org/10.1073/pnas. 1821936116 (2019). May be an image of 1 person, child, studying and text ·
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som original ...
... • 6mo ago. Some guides: https://cwsei.ubc.ca/resources/index.html. A paper: https://www.pnas.org/doi/10.1073/pnas.1821936116 · More replies.
... active classroom learn more, but they feel like they learn less. https://www.pnas.org/doi/10.1073/pnas.1821936116 · aghostofstudentspast. • 6mo ...
https://doi.org/10.1073/pnas.1821936116 · Like · Reply. 1 Reaction. To view or add a comment, sign in. Explore content categories. Career ...
https://www.pnas.org/doi/10.1073/pnas.1821936116 maybe evals are part of the issue... Like · Reply · 4 Reactions 5 Reactions. David Tree ...
https://www.pnas.org/doi/10.1073/pnas.1821936116. original sound - Nikos | How to university. 34Likes. 0Reacties. 0Keer gedeeld. howtouniversity.
See Deslauriers et al 2019 https://www.pnas.org/cji/doi/10.1073/pnas.1821936116 · Novel_Listen_854. • 1y ago. Profile Badge for the Achievement ...
org/doi/full/10.1073/pnas.1821936116) My second suggestion is to work w facilities to see if they can provide some simple furniture solutions ...
... pnas.org/doi/full/10.1073/pnas.1821936116 · Like · Reply. 1 Reaction. Beth Rabbitt, graphic · Beth Rabbitt. 1y. Report this comment; Close menu.
https://www.pnas.org/doi/10.1073/pnas.1821936116 #Educação #pedagogia #aprendizagemsignificativa #professor #educacao #alunos · som ...
... 10.1073/pnas. 1608207113](https://doi.org/10.1073/pnas. 1608207113). Growth mindset tempers the effects of poverty on academic achievement | ...
org/doi/10.1073/pnas.1821936116 I also have a copy if you can't access it and need/want it.
CampaignImmediate225. OP • 2y ago. You mean a reference? https://www.pnas.org/doi/10.1073/pnas.1821936116 · Continue this thread · popstarkirbys.
https://doi.org/10.1073/pnas.1821936116. No alternative text description for this image. No more previous content. Image. No more next content.
... apa yang bagus untuk diorang bila bab belajar betul-betul. Study: https://www.pnas.org/doi/10.1073/pnas.1821936116 · MatthewHz. • 2 thn lalu.
... people aren't really that great at knowing when they're learning. https://www.pnas.org/doi/10.1073/pnas.1821936116 · DionysiusRedivivus. • 2y ...
... , orang tak berapa pandai nak tahu bila diorang tengah belajar. https://www.pnas.org/doi/10.1073/pnas.1821936116 · DionysiusRedivivus. • 2 ...
... pas vraiment très doués pour savoir quand ils apprennent. https://www.pnas.org/doi/10.1073/pnas.1821936116 · DionysiusRedivivus. • il y a 2 a.
... 取决于个人和音乐。而且，人们其实不太擅长知道自己什么时候在学习。 https://www.pnas.org/doi/10.1073/pnas.1821936116 · DionysiusRedivivus. • 2年前.
... zbyt dobrzy w rozpoznawaniu momentów, kiedy się uczą. https://www.pnas.org/doi/10.1073/pnas.1821936116 · DionysiusRedivivus. • 2 lata temu.
... pnas. org/doi/10.1073/pnas.1821936116 [3] https://www.sciencedirect. com/science/article/abs/pii/S1749772 819300077 [4] https://journals ...
Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116 · AceyAceyAcey. • 2y ago.
... reaction. Just so happens it usually isn't true. Main study: https://www.pnas.org/doi/full/10.1073/pnas.1821936116 · PierreDEnfer. • 3y ago.
https://www.pnas.org/doi/10.1073/pnas.1821936116. Students in active classrooms learned more (as would be expected based on prior research) ...
有充分的证据表明，学生对学习的感知和实际学习之间存在脱节。 这是一个例子研究！ https://www.pnas.org/doi/10.1073/pnas.1821936116. 在积极的课堂 ...
https://doi.org/10.1073/pnas.1821936116. Germain, M.-L., & Scandura, T. A. (2005). Grade inflation and student individual differences as ...
... 10.1073/pnas.1821936116. Cite this article as: Iain Beardsell, "Some Background Learning – a simple way to add education to your ED," in St ...
Proceedings of the National Academy of Sciences, 2019; 201821936 DOI: 10.1073/pnas.1821936116. Cite This Page: MLA; APA; Chicago. Harvard ...
Lessons in learning. Harvard University. Journal: Proceedings of the National Academy of Sciences; DOI: 10.1073/pnas.1821936116. Keywords. / ...
PNAS, 2019. DOI: 10.1073/pnas.1821936116 (About DOIs). Listing image: US Dept. of Education · Photo of John Timmer. John Timmer Senior Science ...
org/content/early/2019/09/03/1821936116?fbclid=I ... pnas.org/doi/10.1073/pnas. 201243998#:~: text=With%20the%20use%20of ...
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