Kva vi snakkar om når vi snakkar om studentaktiv læring. Ein konseptuell systematisk litteraturgjennomgang

During the last decade, the concept student active learning has gained increased attention in Norwegian higher education. In the international research literature, active learning is contrasted with lectures as an example of passive learning. Moreover, many pedagogical approaches (e.g., flipped classroom, teambased learning) and methods (e.g., case, problem-solving tasks) are elevated, since they should enable student activity. Given this diversity, we present a conceptual systematic review focusing on student active learning in empirical research in Norwegian higher education. We aim at identifying how student active learning is defined, what the underlying theoretical frameworks are, and what characterizes the interventions within this research. Following a systematic approach, 33 studies were included. Overall, our results show that student active learning is most often used as an umbrella term, operationalized through a diversity of teaching and learning activities, and pedagogical approaches. In addition, the literature builds on a range of theoretical underpinnings mostly within the social constructivist learning-theory domain. Surprisingly, there is a lack of consistency between the use of the concept operationalisation through intervention and the underlying theoretical lens used to comprehend the study outcomes. Implications for future research and practice are discussed.