Abstract This study examined the extent to which undergraduate engineering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students' engineering design, problem‐solving, communication, and group participation skills. Evidence for the study comes from 480 students enrolled in 17 active or collaborative learning courses/sections and six traditional courses/sections at six engineering schools. Results indicate that active or collaborative methods produce both statistically significant and substantially greater gains in student learning than those associated with more traditional instructional methods. These learning advantages remained even when differences in a variety of student pre‐course characteristics were controlled.
Terenzini et al. (Mon,) studied this question.