Pedagogical dimensions for implementing active learning practices: Systematic review resources

Active learning has become an important initiative for fostering and improving 21st century teaching and learning (T&L). Current literatures cover a wide range of active learning pedagogies/approaches along with outcomes. However, there doesn’t seem to be a pedagogical consensus about the active learning pedagogies/approaches, which has led to a dispersion of popular and practicable pedagogies/approaches across different active learning studies. A systematic review is necessary to obtain an overview of different level (pre-school, elementary, secondary, and tertiary level) students’ active learning pedagogies/approaches, theories/concepts that supporting the active learning pedagogies/approaches, and the evidence of effectiveness. Consequently, we obtained a comprehensive result that compiles and highlights the specific pedagogical features (pedagogies/approaches and theories/concepts) in contemporary active learning T&L that ensure ideal outcomes (evidence of effectiveness) in various education levels or fields. The purpose of our main study (systematic review) was to discover the pedagogical dimensions emerged from the consensus of practicable pedagogical features that serve as the practical foundation for active learning pedagogical designs and implementation. The data were collected from the teachers’ or instructors’ perspectives recorded in publications, who played their role as a practitioner in the context. Hereby, we present the content analysis data gathered for systematic review: active learning theoretical and conceptual foundations suggested by active learning proponents (Appendix A); basic information of 148 eligible publications for inclusion between 2018-2022 (Appendix B); respective data extracted from 148 publications (pedagogies/approaches, theories/concepts (if applicable), and outcomes) (Appendix C); synthesis of pedagogies/approaches and theoretical concepts (Appendix D). In short, the data provided may be the subject of further research with the aim of advancing the related field.