In this paper we examine three “active-learning” methods that have evolved out of learning research in a variety of disciplines - problem-based learning, team-based learning, and studio-based learning. Our goal is to review and contrast these methods to identify their unique and similar features. We additionally outline which of their features holds potential for improving learning in collaborative contexts. We consider their common instructional features and learning principles, to determine which are potentially indicative of effective active learning.
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