Table 2 Strategies descriptions by category and numerical count

Establish expectations

Explaining course and active learning expectations, setting the tone, and establishing the routine for the course and active learning tasks. Useful at the beginning of the semester, the start of the day’s class, or before the activity. (N = 7, n = 11)

Explain the purpose

Clearly explaining the purpose or importance of the active learning tasks or providing a rationale for using active learning. (N = 8, n = 12)

Approach students

Providing feedback and direction to students during the activity. Monitoring or approaching students or teams who need help with the activity. Walking around the room to assist students with the activity. (N = 13, n = 26)

Encourage students

Encouraging students to engage with the activities through an inviting demeanor. Caring about students' success, building respect, and creating a supportive classroom environment. (N = 7, n = 9)

Design appropriate activities

Creating appropriate activities that are engaging and involve participation. Balancing difficult and time-consuming activities with the constraints of the class. (N = 11, n = 16)

Create group policies

Creating and implementing policies for effective group and team-based activities. Randomizing groups and roles for team members. (N = 9, n = 17)

Align the course

Connecting and planning two or more aspects of the course. Assigning points or grades to the activity. Ensuring that the activity connected with lecture, homework, or other forms of assessment. Making sure the timing of the activity is appropriate and useful. (N = 14, n = 21)

Review student feedback

Soliciting and acting on student feedback from the activities. Encouraging students to give feedback related to an activity or the course in general and using this information to update and improve the course. (N = 11, n = 14)