It is time to stop thinking of active/engaged learning as an overarching concept, as we are
getting a sense of its complexity. In the mid 1990s, higher education began a shift from
teaching to learning, resulting in a focus on active learning. Thirty years later, active learning is
typically considered a single overarching concept. There is solid research emerging that helps us
to understand active learning better. In this session, we will consider how best to split
active/engaged learning into categories and, within those categories, consider how we would
differentiate introductory levels from advanced levels.
Sponsored by
ITLC-Lilly Conferences
