 A learning cell is an effective way for a pair of students to study and learn together.

The
learning cell was developed by Marcel Goldschmid of the Swiss Federal Institute of
Technology in Lausanne (Goldschmid, 1971). A learning cell is a process of learning where
two students alternate asking and answering questions on commonly read materials. To
prepare for the assignment, the students read the assignment and write down questions that
they have about the reading. At the next class meeting, the teacher randomly puts students
in pairs. The process begins by designating one student from each group to begin by asking
one of their questions to the other. Once the two students discuss the question, the other
student ask a question and they alternate accordingly. During this time, the teacher goes
from group to group giving feedback and answering questions. This system is also called
a student dyad.
 A short written exercise that is often used is the "one-minute paper." This is a good way to
review materials and provide feedback. However a "one-minute paper" does not take one
minute and for students to concisely summarize it is suggested[who?] that they have at least 10
minutes to work on this exercise. (See also: Quiz#In education.)
 A collaborative learning group is a successful way to learn different material for different
classes. It is where you assign students in groups of 3-6 people and they are given an
assignment or task to work on together. This assignment could be either to answer a
question to present to the entire class or a project. Make sure that the students in the group
choose a leader and a note-taker to keep them on track with the process. This is a good
example of active learning because it causes the students to review the work that is being
required at an earlier time to participate. (McKinney, Kathleen. (2010). Active Learning.
Normal, IL. Center for Teaching, Learning & Technology.) To create participation and draw
on the wisdom of all the learners the classroom arrangement needs to be flexible seating to
allow for the creation of small groups. (Bens, 2005)
 A student debate is an active way for students to learn because they allow students the
chance to take a position and gather information to support their view and explain it to
others. These debates not only give the student a chance to participate in a fun activity but it
also lets them gain some experience with giving a verbal presentation. (McKinney, Kathleen.
(2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
 A reaction to a video is also an example of active learning because most students love to
watch movies. The video helps the student to understand what they are learning at the time
in an alternative presentation mode. Make sure that the video relates to the topic that they
are studying at the moment. Try to include a few questions before you start the video so they
pay more attention and notice where to focus at during the video. After the video is complete
divide the students either into groups or pairs so that they may discuss what they learned
and write a review or reaction to the movie. (McKinney, Kathleen. (2010). Active Learning.
Normal, IL. Center for Teaching, Learning & Technology.)
 A small group discussion is also an example of active learning because it allows students
to express themselves in the classroom. It is more likely for students to participate in small
group discussions than in a normal classroom lecture because they are in a more
comfortable setting amongst their peers, and from a sheer numbers perspective, by dividing
the students up more students get opportunities to speak out. There are so many different
ways a teacher can implement small group discussion in to the class, such as making a
game out of it, a competition, or an assignment. Statistics show that small group discussions
is more beneficial to students than large group discussions when it comes to participation,
expressing thoughts, understanding issues, applying issues, and overall status of
knowledge.[22]
 A class game is also considered an energetic way to learn because it not only helps the
students to review the course material before a big exam but it helps them to enjoy learning
about a topic. Different games such as Jeopardy! and crossword puzzles always seem to get
the students' minds going. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center
for Teaching, Learning & Technology.)
 Learning by teaching is also an example of active learning because students actively
research a topic and prepare the information so that they can teach it to the class. This helps
 students learn their own topic even better and sometimes students learn and communicate
better with their peers than their teachers.
 Gallery Walk is also an example of active learning where students in groups move around
the classroom or workshop actively engaging in discussions and contributing to other groups
and finally constructing knowledge on a topic and sharing it

Use of technology[edit]
See also: Technology-enhanced active learning
To have active learning experience, use of technology tools and multimedia helps enhance the
atmosphere of the classroom. Each student actively engages in the learning process. Using
movies and games the teacher can make the experience more effective. The theoretical
foundation of this learning process are :

1. Flow: Flow is a concept to enhance the focus level of the student as each and every
individual becomes aware and completely involved in the learning atmosphere. In
accordance with one's own capability and potential, through self-awareness, students
perform the task at hand. The first methodology to measure flow was Csikszentmihalyi's
Experience Sampling (ESM).
2. Learning Styles: Acquiring knowledge through one's own technique is called learning
style. Learning occurs in accordance with one's own potential as every child is different
and has potential in different areas. It caters to all kinds of learners: visual, kinaesthetic,
cognitive and affective.
3. Locus of Control: Ones with high internal locus of control believe that every situation or
event is attributable to their resources and behavior. Ones with high external locus of
control believe that nothing is under their control.
4. Intrinsic Motivation: Intrinsic motivation is a factor that deals with self-perception about
the task at hand. Interest, attitude, and results depend on the self-perception of the given
activity.[23]

Research evidence[edit]
Numerous studies have shown evidence to support active learning, given adequate prior
instruction.
A meta-analysis of 225 studies comparing traditional lecture to active learning in university math,
science, and engineering courses found that active learning reduces failure rates from 32% to
21%, and increases student performance on course assessments and concept inventories by
0.47 standard deviations. Because the findings were so robust with regard to study methodology,
extent of controls, and subject matter, the National Academy of Science publication suggests that
it might be unethical to continue to use traditional lecture approach as a control group in such
studies. The largest positive effects were seen in class sizes under 50 students and among
students under-represented in STEM fields. [24]
Richard Hake (1998) reviewed data from over 6000 physics students in 62 introductory physics
courses and found that students in classes that utilized active learning and interactive
engagement techniques improved 25 percent points, achieving an average gain of 48% on a
standard test of physics conceptual knowledge, the Force Concept Inventory, compared to a gain
of 23% for students in traditional, lecture-based courses.[25]
Similarly, Hoellwarth & Moelter (2011)[26] showed that when instructors switched their physics
classes from traditional instruction to active learning, student learning improved 38 percent
points, from around 12% to over 50%, as measured by the Force Concept Inventory, which has
become the standard measure of student learning in physics courses.
In "Does Active Learning Work? A Review of the Research", Prince (2004) found that "there is
broad but uneven support for the core elements of active, collaborative, cooperative
and problem-based learning" in engineering education.[27]
Michael (2006),[28] in reviewing the applicability of active learning to physiology education, found a
"growing body of research within specific scientific teaching communities that supports and
validates the new approaches to teaching that have been adopted."
In a 2012 report titled "Engage to Excel",[29] the United States President's Council of Advisors on
Science and Technology (PCAST) described how improved teaching methods, including
engaging students in active learning, will increase student retention and improve performance
in STEM courses. One study described in the report found that students in traditional lecture
courses were twice as likely to leave engineering and three times as likely to drop out of college
entirely compared with students taught using active learning techniques. In another cited study,
students in a physics class that used active learning methods learned twice as much as those
taught in a traditional class, as measured by test results.