What does this research mean for the field?

Consistently applying a suite of active learning strategies—including kinesthetic activities, discussions, and problem-based learning—in large undergraduate science lectures results in overwhelmingly positive student perceptions, with students reporting enhanced enjoyment, understanding, recall, and confidence. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine the impact of systematically rotating multiple active learning strategies across units in a large-enrollment undergraduate human physiology course.

September 8, 2026Active Learning in Higher Education

Student Perceptions of Multiple Active Learning Methods in Large Lecture Science Classes in Higher Education: A Qualitative Perspective

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Authors

KWKate Walker WMWilliam F. McComas

Discussion

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Overview

Qualitative study demonstrates positive reception and improved comprehension from active learning in undergraduate science lectures, indicating multimodal activities boost retention.

Key Points

To examine the impact of systematically rotating multiple active learning strategies across units in a large-enrollment undergraduate human physiology course.
Implemented three distinct active learning modalities—kinesthetic/movement-based activities, group discussions, and problem-based learning—rotated across different course topics throughout the semester.
Collected qualitative feedback through an end-of-semester survey and student course evaluations.
Students expressed overwhelmingly favorable views toward active learning, reporting that the activities were enjoyable and supported understanding and recall.
Participants noted that the interactive formats strengthened their long-term knowledge retention and boosted their confidence in mastering complex physiological concepts.

Cite This Study

Walker et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd79b58e84d0ff5b465a2 https://doi.org/10.1177/14697874261483275

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September 8, 2026Active Learning in Higher Education

Student Perceptions of Multiple Active Learning Methods in Large Lecture Science Classes in Higher Education: A Qualitative Perspective

View Full Paper

Ask AI

Bookmark

Authors

KWKate Walker WMWilliam F. McComas

Discussion

Member takes

Overview

Qualitative study demonstrates positive reception and improved comprehension from active learning in undergraduate science lectures, indicating multimodal activities boost retention.

Key Points

To examine the impact of systematically rotating multiple active learning strategies across units in a large-enrollment undergraduate human physiology course.
Implemented three distinct active learning modalities—kinesthetic/movement-based activities, group discussions, and problem-based learning—rotated across different course topics throughout the semester.
Collected qualitative feedback through an end-of-semester survey and student course evaluations.
Students expressed overwhelmingly favorable views toward active learning, reporting that the activities were enjoyable and supported understanding and recall.
Participants noted that the interactive formats strengthened their long-term knowledge retention and boosted their confidence in mastering complex physiological concepts.

Cite This Study

Walker et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd79b58e84d0ff5b465a2 https://doi.org/10.1177/14697874261483275

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