Beyond named methods: A typology of active learning based on classroom observation networks

A growing number of introductory physics instructors are implementing active learning methods in their classrooms, and they are modifying the methods to fit their local contexts. However, we lack a detailed framework for describing the range of what these instructor adaptations of active learning methods look like in practice. In this study, we apply network analysis to classroom observations to define a typology of active learning. We use video data from 30 instructors who implemented one of the following named active learning methods in their introductory physics or astronomy course: ISLE, Peer Instruction, Tutorials, and SCALE-UP. We identify five types of active learning instruction: clicker lecture, dialogic clicker lecture, dialogic lecture with short groupwork activities, short groupwork activities, and long groupwork activities. We find no significant relationship between these instruction types and the named active learning methods, indicating that the names of developed active learning methods may not reflect the specific activities that happen during instruction. We also find that student conceptual learning does not vary across the identified instruction types, suggesting that instructors may be flexible when modifying these methods without sacrificing effectiveness.