Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education



Committee Chair

Clif Mims

Committee Member

Andrew Tawfik

Committee Member

Craig Shepherd

Committee Member

Celia Anderson


Research suggests that individuals learn best when they are involved in an experience through active learning (Bonwell & Eison, 1991; Michael, 2007; Seglem & Bonner, 2016). One of the current issues in education is that many learning environments are unengaging and only encourage students to take a passive role (Slavich & Zimbardo, 2012). For the purpose of this research study, active learning is defined as lessons taught with purposeful design and intentional instruction that allow students to take ownership of their learning in an environment conducive to engagement, collaboration, and problem-solving. This cross-sectional descriptive research study will describe the characteristics, results, benefits, and barriers Google Innovators have towards implementing active learning experiences into K12 classrooms. Twenty-one Google Innovators met the requirements and participated in the Active Learning Implementation Survey. This study describes the (1) characteristics reported by Google Innovators to implement active learning experiences in K12 classrooms, (2) results of the implementation of active learning reported by Google Innovators, and their perceptions of the (3) benefits and (4) barriers to implementing active learning experiences in their classrooms. Findings from this study indicate that all six constructs (purposeful design, intentional instruction, student ownership, engagement, collaboration, and problem-solving) as characteristics of active learning are being implemented in the K12 classrooms of participating Google Innovators. The data also suggests that the results and benefits of active learning that align with related literature are present and noticeable in the K12 classrooms of participating Google Innovators. Barriers remain to be an issue with participating educators because personal perceptions and varying educational environments hinder responses as suggested by the data.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest