  Active learning comprises many varied techniques that engage students
actively in the construction of their understanding. Because of this variation,
different active learning techniques may be best suited to achieving different
learning objectives. We study students' perceptions of a set of active learning
techniques (including a Python simulation and an interactive game) and some
traditional techniques (like lecture). We find that students felt they engaged
fairly actively with all of the techniques, though more with those with a heavy
grade weight and some of the active learning techniques, and they reported
enjoying the active learning techniques the most except for an assignment that
required soliciting peer advice on a research idea. All of the techniques were
rated as relatively effective for achieving each of six learning objectives,
but to varying extents. The most traditional techniques like exams were rated
highest for achieving an objective associated with lower order cognitive
skills, remembering concepts. In contrast, some active learning techniques like
class presentations and the Python simulation were rated highest for achieving
objectives related to higher order cognitive skills, including learning to
conduct research, though lectures also performed surprisingly well for these
objectives. Other technique-objective matches are intuitive; for example, the
debate is rated highly for understanding pros and cons of an issue, and small
group discussion is rated highly for collaborative learning. Our results
support the idea that different teaching techniques are best suited for
different outcomes, which implies that a mix of techniques may be optimal in
course design.
