Some instructors have tried to get students to be more active in class with varying degrees of success. Others have had very active class sessions involving lots of participation and creativity, but not much improved learning when the test comes around. So simply telling the faculty that “active learning” produces better learning is not convincing; they might be more impressed if they understood why we think that’s true. Let me show how cognitive researchers bring together theory, research and instruction to help faculty target the “active” part of active learning more accurately.
https://tomprof.stanford.edu/posting/1784
