Getting at the learning in active learning
Paper in proceeding, 2015

We describe the efforts made to improve teaching and learning – and hence the pass-rate – in an introductory mechanics course, and the results thereof. The unifying theme of the changes made to the course is to introduce active learning, which has a well-documented positive effect on learning. During the first iteration of the course the new course elements did not increase learning, and we analyze why this was the case. Based on this analysis we made a few changes for the second iteration of the course, and then learning did increase substantially. The basic takeaway is that just giving the students access to elements of active learning is not enough, we must ensure that they use them as intended.

Pedagogical action research

Just-in-Time Teaching


active learning

Peer Instruction


Ulf Gran

Chalmers, Physics, Theoretical Physics

Stellan Östlund

University of Gothenburg

Tom Adawi

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar

Utvecklingskonferensen för Sveriges Ingenjörsutbildningar
Uppsala, Sweden,

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