September 2011

Active learning and learning styles: a selected bibliography

Mick Healey
HE Consultant and Researcher and Emeritus Professor University of Gloucestershire

mhealey@glos.ac.uk
www.mickhealey.co.uk

It is one of a series of bibliographies that were begun in 2005:

1 Active learning and learning styles: a selected bibliography
2 Discipline based approaches to supporting learning and teaching: a selected bibliography
3 Linking research and teaching: a selected bibliography
4 Pedagogic research and development: a selected bibliography
5 The scholarship of teaching and learning: a selected bibliography
6 The scholarship of engagement: a selected bibliography
7 Dissertations and capstone projects: a selected bibliography

For the latest version see: http://www.mickhealey.co.uk/resources

An Invitation: Readers are encouraged to send details of their own favourite references for adding
to the list to me at: mhealey@glos.ac.uk. Thanks. Readers new to the topic may find it helpful to
start with the references marked with a *

Angelo, T.A. and Cross, P.A. 1993. Classroom assessment techniques (San Francisco: Jossey
Bass). 2nd Edit.
Backx, C (2008)*The use of a case study approach to teaching and group work to promote
autonomous learning, transferable skills and attendance, Practice and Evidence of Scholarship
of Teaching and Learning in Higher Education 3 (1), 68-83 (www.pestlhe.org.uk).
* Barr, R.B. and Tagg, J. 1995. From teaching to learning – a new paradigm for undergraduate
education, Change (November/December), 13-25.
Barrett, T., Mac Labhrainn, I. and Fallon H (Eds) 2005. Handbook of enquiry and problem-based
Learning: Irish case studies and international perspectives, Center for Excellence in Learning
and teaching, NUI Galway and All Ireland Society for Higher Education (AISHE), Dublin
http://www.aishe.org/readings/2005-2/
Biggs, J. 2003. Teaching for quality learning, Buckingham: Society for Research into Higher
Education and Open University Press (2nd edition).
Blythe, T. and Associates 1998. The teaching for understanding guide. San Francisco: Jossey
Bass.
Bolander, K. 2000. Student centred learning. Glasgow: Teaching and Learning Service, University
of Glasgow. Available at: www.gla.ac.uk/services/tls/ProjectReports/whole/index.html
Bonwell, C. and Eison, J. 1991. Active learning: creating excitement in the classroom (ASHE-ERIC
Higher Education Report No. 1). Washington, DC: George Washington University.
Boud, D. and Feletti, G. (eds) (1997) The challenge of problem based learning. 2nd edn. London:
Kogan Page.
Bradbeer, J. 1999. Barriers to interdisciplinarity: disciplinary discourses and student learning.
Journal of Geography in Higher Education 23 (3), 381-396.
Brown, S. and Race, P. 2002. Lecturing: a practical guide (London: Kogan Page).
Budnitz, N. 2000. What do we mean by inquiry?
http://www.biology.duke.edu/cibl/inquiry/what_is_inquiry.htm
Cassidy, S. 2004. Learning styles: an overview of theories, models, and measures, Educational
Psychology 24, 419-444.
September 2011

Cameron, B. J. 1999. Active learning Green Guide 2. Halifax, Nova Scotia: Society for Teaching
and Learning in Higher Education.
Chappell, A. (2006) Using the ‘grieving’ process and learning journals to evaluate students’
responses to problem-based learning in an undergraduate curriculum, Journal of Geography in
Higher Education 30 (1),15-31.
Chickering, A.W. and Gamson, Z.F. 1987. Seven principles for good practice, AAHE Bulletin 39, 3-
7.
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. 2004. Learning styles and pedagogy in post-
16 learning Learning and Skills Research Centre, London.
Cowan, J. 1998. On becoming an innovative university teacher: Reflection in action, Buckingham:
Society for Research into Higher Education and Open University Press.
Crawford, B. A. 2000. Embracing the essence of inquiry: new roles for science teachers, Journal of
Research in Science Teaching 37, 916-937.
Cuthbert, P. 2005. The student learning process: learning styles or learning approaches, Teaching
in Higher Education 10 (2), 235-249.
D'Avanzo, C and McNeal, A P 1997. Research for all students structuring investigations into first-
year courses, in A.P. McNeal and C. D’Avanzo (eds.) Student active science: Models of
innovation in college science teaching. Fort Worth, Texas: Saunders College Publishing, pp279-
300.
Denicolo, P., Entwistle, N. and Hounsell, D. 1992. What is active learning? Effective Learning and
Teaching in Higher Education Module 1, Sheffield: CVCP Universities’ Staff Development and
Training Unit.
Duch, B J, Groh, S E and Allen, D E 2001. The power of problem-based learning: A practical ‘How
to’ for teaching undergraduate courses in any discipline. Sterling, Virginia: Stylus.
Dwyer, C. 2001. Linking research and teaching: a staff-student interview project, Journal of
Geography in Higher Education 25 (3), 357-366.
Entwistle, N.J. 1988. Styles of learning and teaching, London: David Fulton.
Entwistle, N.J. 1991. Cognitive style and learning. In The foundations of student learning, ed. K.
Marjoribanks. Oxford: Pergamon.
Entwistle, N. 2003. Concepts and conceptual frameworks underpinning the ETL project, Enhancing
Teaching-Learning Environments for Undergraduate Courses, Occasional Report 3.
http://www.etl.tla.ed.ac.uk/docs/ETLreport3.pdf
Ernst, H. and Colthorpe, K. 2007. The efficacy of interactive lecturing for students with diverse
science backgrounds, Advances in Physiology Education 31, 41-44.
Felder R.M. and Brent R. 2003. Learning by doing, Chemical. Engineering Education, 37(4), 282-
283. http://www.ncsu.edu/felder-public/Columns/Active.pdf
Fielding, M. 1994. Valuing difference in teachers and learners: building on Kolb's learning styles to
develop a language of teaching and learning. The Curriculum Journal 5 (3): 393-417.
Fink, L.D. 2003. Creating significant learning experiences: an integrated approach to designing
college courses. San Francisco: Jossey Bass.
Fleming, N.D. 1995. I'm different; not dumb. Modes of presentation (VARK) in the tertiary
classroom. In A. Zelmer (Ed.), Proceedings of the 1995 Annual Conference of the Higher
Education and Research Development Society of Australasia 18: pp. 308–313. Rockhampton,
Queensland: HERDSA.
Fox, R. and Rowntree, K. 2004. Linking the doing to the thinking: using criterion-based assessment
in role-playing simulations, Planet 13, 9-15. Available at:
http://www.gees.ac.uk/pubs/planet/index.htm#P13
Gardiner, L.F. 1998: Why we must change: the research evidence, The NEA Higher Education
Journal, 121-138. www.nea.org/he/heta00/f00p121.pdf
* Gibbs, G. 1988. Learning by doing: a guide to teaching and learning methods. London: Further
Education Unit. Available: http://www2.glos.ac.uk/gdn/publ.htm#other
September 2011

Gibbs, G. 1992. Lecturing to more students: Teaching more students 2 (Oxford: Polytechnic and
Colleges Funding Council).
Gibbs, G. (2009) Developing students as learners – varied phenomena, varied contexts and a
development trajectory for the whole endeavour, Journal of Learning Development in Higher
Education 1.
Hanson, S. and Moser, S. 2003. Reflections on a discipline-wide project: developing active learning
modules on the human dimensions of global change, Journal of Geography in Higher Education
27(1), 17-38.
Harwood, W.S. 2003. Course enhancement: a road map for devising active-learning and inquiry-
based science courses, International Journal of Developmental Biology 47, 213-221.
Healey, M. 1998. Resource-based learning in geography. Cheltenham: Geography Discipline
Network, Cheltenham and Gloucester College of Higher Education.
Healey, M. 2003. The scholarship of teaching: issues around an evolving concept, Journal on
Excellence in College Teaching, 14 (1/2), 5-26.
Healey, M. 2005. Linking research and teaching exploring disciplinary spaces and the role of
inquiry-based learning, in Barnett, R (ed) Reshaping the university: new relationships between
research, scholarship and teaching McGraw-Hill/Open University Press, pp.67-78.
Healey, M. 2005. Linking research and teaching to benefit student learning, Journal of Geography
in Higher Education, 29 (2), 183-201.
Healey, M. 2010. Annotated references on active learning, http://www.mickhealey.co.uk/resources
Healey, M. and Hall, T. 2004. Improving examination performance through active engagement of
students in a mid-semester peer assessment workshop, in Healey M and Roberts J (eds.)
Engaging students in active learning: case studies in geography, environment and related
disciplines, Cheltenham: University of Gloucestershire, Geography Discipline Network and
School of Environment pp134-137.
* Healey M. and Jenkins A. 2000. Learning cycles and learning styles: the application of Kolb’s
experiential learning model in higher education, Journal of Geography, 99, 185-195.
Healey, M. and Jenkins, A. (eds.) 2002. Linking teaching and research, Exchange 3, December.
Available at: www.exchange.ac.uk Accessed 26 September 2003.
Healey M and Jenkins A 2006. Strengthening the teaching-research linkage in undergraduate
courses and programmes, in Kreber, C (ed) Exploring research-based teaching, New Directions
in Teaching and Learning. pp.45-55. San Francisco: Jossey Bass/Wiley
* Healey, M. and Jenkins, A. 2009. Developing undergraduate research and inquiry. York: HE
Academy. 100pp
Healey, M., Jordan, F., Pell, B. and Short, C. 2010. The research-teaching nexus: A case study of
students’ awareness, experiences and perceptions of research, Innovations in Education and
Teaching International 47(2), 235-246.
* Healey, M. and Roberts, J. (eds.) 2004. Engaging students in active learning: case studies in
geography, environment and related disciplines, Cheltenham: University of Gloucestershire,
Geography Discipline Network and School of Environment. 140pp (ISBN: 1 86174 145 6)
http://www2.glos.ac.uk/gdn/active/student.htm
* Healey, M., Kneale, P., Bradbeer, J. with other members of the INLT Learning Styles and
Concepts Group 2005. Learning styles among geography undergraduates: An international
comparison, Area 37(1), 30-42.
September 2011

Higgs, B. 2005. The evolution from problem solving to problem-based learning: a case study of
earth sciences at University College Cork, in Barrett, T., Mac Labhrainn, I. and Fallon H (Eds)
2005. Handbook of enquiry and problem-based Learning: Irish case studies and international
perspectives, Center for Excellence in Learning and teaching, NUI Galway and All Ireland
Society for Higher Education (AISHE), Dublin http://www.aishe.org/readings/2005-2/
Hodge, D, Pasquesi, K, and Hirsh, M (2007) From convocation to capstone: developing the student
as scholar, Keynote address, Association of American Colleges and Universities Network for
Academic Renewal Conference, April 19-21, Long Beach, California
http://www.miami.muohio.edu/president/reports_and_speeches/pdfs/From_Convocation_to_Ca
pstone.pdf
* Hodge, D, Haynes, C, LePore, P, Pasquesi, K, and Hirsh, M (2008) From inquiry to discovery:
developing the student as scholar in a networked world, Keynote address, Learning Through
Enquiry Alliance Inquiry in a Networked World Conference, June 25-27, University of Sheffield
http://networked-inquiry.pbwiki.com/About+the+LTEA2008+keynote
Huba, M E and Freed, J E 2000. Learner-centered assessment on college campuses. Shifting the
focus from teaching to learning. Boston: Allyn and Bacon
* Hudspith, B. and Jenkins, H. 2001. Teaching the art of inquiry, Green Guide 3. Halifax, Nova
Scotia: Society for Teaching and Learning in Higher Education.
Hughes, M. and Berry, A. 2000. Learning by doing: a case study of qualitative accounting research,
Accounting Education, 9, 157-174.
Hutchings, B. and O’Rourke, K. (2002) Problem based learning in Literary Studies, Arts and
Humanities in Higher Education 1, 73 – 83.
Hutchings, W. and O’Rourke, K. (2003) Introducing enquiry-based teaching methods in literary
studies, in Critical Encounters: Scholarly Approaches to Learning & Teaching, Continuing
Professional Development Series 6. York: Higher Education Academy.
Hutchings, W. 2007. Enquiry-based learning: definitions and rationale, Centre for Excellence in
Enquiry-Based Learning Essays and Studies. Available at:
http://www.campus.manchester.ac.uk/ceebl/resources/essays/hutchings2007_definingebl
.pdf
Jackson, N. 2003. A personal perspective on enquiry based learning
http://www.heacademy.ac.uk/resources.asp?
process=full_record&section=generic&id=328.
Jenkins, A. 1992. Active learning in structured lectures, in Gibbs, G. and Jenkins, A. (eds) Teaching
large classes in higher education: how to maintain quality with reduced services. pp.63-77.
London: Kogan Page.
Jenkins, M. and Healey, M. 2011. Developing and embedding inquiry-guided learning across an
institution, in Lee V (ed) The Power of Inquiry as a Way of Learning in Undergraduate
Education, New Directions in Teaching and Learning. (forthcoming)
Johnson, D. W., Johnson, R.T. and Smith, K.A. 1991. Active learning: cooperation in the college
classroom. Edina, MN: Interaction Book Co.
Johnston, S. 2006. Supporting practitioners in designing and delivering enquiry-based learning
activities: A reflective account, Practice and Evidence of Scholarship of Teaching and Learning
in Higher Education 1(2), 107-116; available at:
http://www.pestlhe.org.uk/index.php/pestlhe/article/view/21/88
Jones, P.C. and Merritt, J.Q. 1999. The TALESSI Project: promoting active learning for
interdisciplinarity, values awareness and critical thinking in environmental higher education,
Journal of Geography in Higher Education 23(3), 335-348; available at:
http://www.greenwich.ac.uk/~bj61/talessi/.
Justice, C., Warry, W., Cuneo, C., Inglis, S., Miller, S., Rice, J., Sammon, S. 2002. A Grammar for
Inquiry: Linking Goals and Methods in a Collaboratively Taught Social Sciences Inquiry Course,
The Alan Blizzard Award Paper: The Award Winning Papers, Special Publication of the Society
for Teaching and Learning in Higher Education and McGraw-Hill Ryerson, Windsor.
Justice, C., Rice, J., Warry, W., and Laurie, I. 2005. Why inquiry makes a difference: evaluative
research on learning outcomes and teaching practice, Paper delivered at 2nd Annual
September 2011

Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL),
Vancouver.
Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S. and Sammon, S. 2007. Inquiry in higher
education: reflections and directions on course design and teaching methods, Innovative
Higher Education 31(4), 201-214.
Justice, C., Rice, J., Warry, W. and Laurie, I. 2007. Taking inquiry makes a difference - a
comparative analysis of student learning, Journal of Excellence in College Teaching, 18(1), 57-
77.
Justice, C., Rice, J., and Warry, W. 2009. Academic skill development – inquiry seminars can make
a difference: evidence from a quasi-experimental study, International Journal for the
Scholarship of Teaching and Learning 3(1) www.georgiasouthern.edu/ijsotl.
Kahn, P. and O’Rourke, K. (eds) 2003. Learning based on the process of enquiry: Proceedings of
the 1-2 September 2003 conference. Manchester: University of Manchester
http://www.intranet.man.ac.uk/rsd/ci/ebl/cproceed.pdf.
Kahn, P. and O’Rourke, K. 2004. Guide to curriculum design: enquiry-based learning,
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id359_guide_
to_curriculum_design_ebl.rtf.
Kanuka, H. 2006. Inquiry-based learning with the Net: opportunities and challenges, in Kreber, C.
(ed.) Exploring research-based teaching, New Directions in Teaching and Learning. pp.57-65.
San Francisco: Jossey Bass/Wiley
Kaufman, L R and Stock, E (eds) 2004. Reinvigorating the undergraduate experience: Successful
models supported by NSF’s AIRE/RAIRE program Washington: Centre for Undergraduate
Research. Available at: http://www.cur.org/publications/AIRE_RAIRE/toc.asp.
Keyser, M.W. 2000. Active learning and cooperative learning: understanding the difference and
using both styles effectively, Research Strategies 17, 35-44.
Knapp, R. H. 1997: Scaffolding for dreams at Evergreen State College, in A.P. McNeal and C.
D’Avanzo (eds.) Student active science: Models of innovation in college science teaching. Fort
Worth, Texas: Saunders College Publishing, pp. 95-107.
Kneale, P., Bradbeer, J. and Healey, M. 2006. Learning styles, disciplines and enhancing learning
in higher education, in Simms, R. and Simms, S. (Eds) Learning Styles and Learning: A Key to
Meeting the Accountability Demands in Education, Hauppauge, NY: Nova Science Publishers.
Kolb, D.A. 1981. Learning styles and disciplinary differences. In The modern American college,
eds. Arthur W. Chickering and Associates, pp. 232-255. San Francisco: Jossey-Bass.
* Kolb, D.A. 1984. Experiential learning: experience as the source of learning and development.
Englewood Cliffs, New Jersey: Prentice-Hall.
Kolb, D.A. 1985. Learning style inventory (revised edition). Boston: McBer.
Kolb, A. and Kolb, D. 2004. Experiential learning theory bibliography
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Kreber, C. 2001: Learning experientially through case studies? A conceptual analysis, Teaching in
Higher Education, 6(2), 217-228.
Kirschner, P.A., Sweller, J. and Clark, R.E. 2006. Why minimal guidance during instruction does
not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and
inquiry-based teaching, Educational Psychologist, 41(2), 75-86.
Lage, M.J., Platt, G.J. and Treglia, M (2000) Inverting the classroom: A gateway to introducing an
inclusive learning environment, Journal of Economic Education 31, 30-43.
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* Lee, V.S. (ed.) 2004. Teaching & learning through inquiry: a guidebook for institutions and
instructors. Sterling, Virginia: Stylus.
Le Heron, R., Baker, R., and McEwen, L. (2006) Co-learning: Re-linking research and teaching in
geography, Journal of Geography in Higher Education 30(1): 77-87.
Longmore, M., Dunn, D. and Jarboe, G. 1996. Learning by doing: group projects in research
methods classes, Teaching Sociology, 24, 84-91.
September 2011

Loo, R. 1999. Confirmatory factor analysis of Kolb's Learning Style Inventory (LSI - 1985) British
Journal of Educational Psychology 69:213-219. (Includes LSI 1985)
Lynch, R., Steel, J., Todd, M. and McManus, M. (2006) Use of inquiry-based learning in the support
of first year social science undergraduates: perceptions and experiences of students,
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%20social%20work.pdf
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Development Series 7. York: Higher Education Academy.
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September 2011

Perkins, D. 1999. The many faces of constructivism, Educational Leadership 57 (3), 6-11.
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Vernon, D. T. A., & Blake, R. L. 1993. Does problem-based learning work? A meta-analysis of
evaluative research. Academic Medicine, 68(7), 550-563.
Weaver, F.S. 1989. Promoting inquiry in undergraduate learning, San Francisco: Jossey Bass.
Weimer, M. 2002. Learner-centred teaching: five key changes to practice San Francisco: Jossey-
Bass.
Winn, S. 1995. Learning by doing: teaching research methods through student participation in a
commissioned research project, Studies in Higher Education 20(2), 203-214.
Wiske, M. S. 1998. Teaching for understanding: linking research with practice. San Francisco:
Jossey-Bass.

Some Useful Web sites

Australian Learning and Teaching Council The Academic's and Policy-Maker's Guides to the
Teaching-Research Nexus http://www.trnexus.edu.au/
Charles Bonwell Active Learning Site: http://www.active-learning-site.com/
Cognitive Learning and Student Strategies Project (CLaSS)
http://www.uclan.ac.uk/facs/science/psychol/fdtl/
Council on Undergraduate Research http://www.cur.org/
Eve Fogarty Active Learning Bibliography http://www.backflip.com/members/EveFogarty/12909292
Geography Discipline Network: http://www2.glos.ac.uk/gdn
Higher Education Academy http://www.heacademy.ac.uk
The Interdisciplinary Journal of Problem-based Learning (IJPBL). This is a quarterly published,
peer-reviewed journal from Purdue University, Indiana (US) http://docs.lib.purdue.edu/ijpbl/
September 2011

McMaster University Centre for Leadership in Learning, Inquiry-based learning resources

www.mcmaster.ca/cll/inquiry/inquiry.resources.htm
National Academy for Integration of Research and Teaching and Learning, Ireland
http://www.nairtl.ie/
New Zealand Inquiry Based Learning Project http://akoaotearoa.ac.nz/projects/inquiry-based-
learning
Reinvention Center at University of Miami http://www.reinventioncenter.miami.edu/
Richard Felder's Resources in Science and Engineering Education: http://www.ncsu.edu/felder-
public/
Students Online in Nursing Integrated Curriculum (SONIC)
http://www.uclan.ac.uk/facs/health/nursing/sonic/descript.htm
Team Based Learning http://www.teambasedlearning.org/
The Scottish Higher Education Enhancement Committee (SHEEC) Enhancement Themes:
Research-Teaching Linkages
http://www.enhancementthemes.ac.uk/themes/ResearchTeaching/default.asp
University of Birmingham Enquiry Based Learning http://www.ebl.bham.ac.uk/index.shtml
University of Gloucestershire: NTFS Project ‘Leading, promoting and supporting undergraduate
research in new universities’ http://resources.glos.ac.uk/tli/prsi/current/ugresearch/index.cfm
University of New South Wales The Guidelines – engaging students in learning e.g. Guidelines 1&
2 http://www.guidelinesonlearning.unsw.edu.au/guidelinesHome.cfm

UK Centres for Excellence in Teaching and Learning emphasising active learning and
inquiry and research-based learning
1. Sheffield Hallam University, the Centre for Promoting Learner Autonomy
(http://extra.shu.ac.uk/cetl/cpla/cplahome.html)
2. University of Gloucestershire, the Centre for Active Learning in Geography, Environment and
Related Disciplines (http://resources.glos.ac.uk/ceal/)
3. University of Durham Active Learning in Computing (ALiC) (www.dur.ac.uk/alic)
4. University of Manchester, Centre for Excellence in Enquiry-Based Learning
(www.manchester.ac.uk/ceebl)
5. University of Oxford Centre for Excellence in Preparing for Academic Practice
(http://www.learning.ox.ac.uk/iaul/CETL+main.asp)
6. University of Plymouth Experiential learning in environmental and natural sciences
(http://www.plymouth.ac.uk/cetl/el)
7. University of Reading Centre for Excellence in Teaching & Learning in Applied Undergraduate
Research Skills (http://www.rdg.ac.uk/cdotl/cetl-aurs/)
8. University of Sheffield, Centre for Inquiry-based Learning in the Arts and Social Sciences
(CILASS) (http://www.shef.ac.uk/cilass/)
9. University of Surrey, Surrey Centre for Excellence in Professional Training and Education
(SCEPTrE) (http://portal.surrey.ac.uk/portal/page?
_pageid=736,316367&_dad=portal&_schema=PORTAL)
10. Universities of Warwick and Oxford Brookes, The Reinvention Centre for Undergraduate
Research (http://www2.warwick.ac.uk/fac/soc/sociology/research/cetl/)
Seven of these have formed the Learning Through Enquiry Alliance (LTEA) www.ltea.ac.uk