Is unaided active learning an effective teaching method for those with learning disabilities?

Document Type

Conference Proceeding

Publication Source

ASEE Annual Conference and Exposition, Conference Proceedings

Publication Date





© American Society for Engineering Education, 2018. The work presented here aims to address a critical knowledge gap in the engineering education literature through a preliminary study meant to determine if active learning is more effective when students with learning disabilities are first front-loaded with information. These preliminary findings aimed at not only determining if the work should be continued in the future, but also at evaluating if frontloading resulted in: (1) increased student engagement and (2) increased learning effectiveness. Preliminary findings conclude that students with documented, and undocumented, learning disabilities did have an increased understanding of the course content as a result of combining frontloading and active learning.

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