A tool for measuring active learning in the classroom.
OBJECTIVE
To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool.


METHODS
The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions.


RESULTS
Per lecture, 13 (range: 4-34) episodes of active learning encompassing 3 (range: 2-5) different types of active learning occurred over 2.2 minutes (0.6-16) per episode. Both interobserver (> or = 87%) and observer-instructor agreement (> or = 68%) were high for these outcomes.


CONCLUSIONS
The Active-Learning Inventory Tool is a valid and reliable tool to measure active learning in the classroom. Future studies are needed to determine the impact of the Active-Learning Inventory Tool on teaching and its usefulness in other disciplines.
Van Amburgh
Jenny A
JA
Bouvé College of Health Sciences, Northeastern University, Boston, MA 02115, USA. j.vanamburgh@neu.edu
Devlin
John W
JW
Kirwin
Jennifer L
JL
Qualters
Donna M
DM
D004512:Education, Pharmacy / Q000379:methods / Q000592:standards; D004521:Educational Measurement / Q000379:methods / Q000592:standards*; D006801:Humans; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods / Q000592:standards*