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Higher education professionals often refer to evidence-based teaching practices (EBTs), and the term appears frequently in Every Learner Everywhere resources. But what do we mean by evidence-based teaching, and what makes those practices so important when implementing digital learning technologies?
An overview of evidence-based teaching practices
An evidence-based teaching practice is an instructional strategy that research demonstrates is effective for student learning. EBTs are particularly important in gateway courses, which increasingly are taught in hybrid and online modalities.
The eight evidence-based teaching practices are:
- Active learning
- Assessing and activating prior knowledge
- Data-informed instruction
- Formative practice and assessment
- Fostering a sense of belonging through an inclusive learning environment
- Instructional transparency
- Metacognition and self-regulated learning
- Peer collaboration
Previous publications from Every Learner referred to six EBTS, but further research supporting EBTs uses an eight-point framework. That research is outlined in detail on Transform Learning, a site devoted to providing instructors with practical resources to use digital learning technologies with EBTs.
1. Active learning
Active learning is learning by doing. Just like people learning to drive a car study a manual with the rules of the road and practice under the supervision of an experienced driver, college students need to practice what they are studying. Active learning puts the emphasis of a course on a skill or set of skills rather than on the content. Although content is important, research shows students will forget a lot of course content but are more likely to retain skills and methods.
Related reading — The Transformational Power of Incorporating Evidence-Based Teaching Practices
2. Assess and activate prior knowledge
Prior knowledge describes personal and educational experiences and other information a student brings with them to a course. When instructors engage and activate students’ prior knowledge, students experience deeper understanding, increased connections among information, and greater levels of application and transfer.
Digital learning tools like online quizzes, initial knowledge checks, and polling tools allow instructors to quickly identify what students already know, what they may need to learn, and what they may need to unlearn.
3. Data-informed instruction
Timely, accessible, disaggregated data improves teaching and learning while the course is ongoing. Faculty might monitor attendance, assignment progress, and test scores to identify students who need a check-in or additional help. Learning management system or courseware data can shed light on students’ engagement with and understanding of course content. Data also reveals opportunities for personalization. Digital assessments and curriculum tools support adjustments to instruction by efficiently generating critical insights.
Related reading — Learning Analytics Strategy Toolkit
4. Formative practice and assessment
Formative practice allows students to learn from timely feedback on low-stakes assessment. Not only is this a natural way to learn, but formative practice allows learners who are new to a topic to build their knowledge and skills in steps. Frequent low-stakes formative assessment also opens more opportunities for students to reflect on their own goals and progress and to approach the instructor with questions.
Features in many digital learning tools like automated grading, multiple question sets, multiple attempts, and guided low- or no-stakes practice activities allow students to get targeted feedback without increasing grading time for instructors.
Related reading — Using Formative Assessment in Supporting Student Directed Learning
5. Fostering a sense of belonging through an inclusive learning environment
A sense of belonging involves designing a learning space where all students, regardless of background, feel they have a place in the classroom and discipline. Students who feel emotionally supported by their teachers are more likely to stay engaged in class and accept feedback. Students who hear messages of encouragement from teachers and feel their identity is affirmed are more likely to participate, persist, and succeed academically.
Digital learning technology can enable connection despite geographic distance. It can also be used to feature diverse experts who introduce students to perspectives that they may not otherwise encounter at their specific college or university. Technology can also be used to invite students to apply their learning to problems they and their communities face.
Related reading — How Faculty Use Reflection Activities To Improve Student Engagement in Intro Courses
6. Instructional transparency
Transparency is including students in the learning process by letting them see how activities are connected to learning objectives and how learning objectives are assessed. In short, transparency is making sure students benefit from know why an element or requirement is in the course and what they need to do to succeed.
Consider an instruction that reads “Write a paper on . . . .” That’s a vague direction with many possible interpretations. If students are reluctant to ask for clarification, they will struggle. More transparent instruction might be sharing the rubric of how the paper will be graded or explaining how the paper will help them practice a skill listed in the course objectives.
Related reading — Equity-First Approach to Evidence-Based Teaching Practices Strategy Guide.
7. Metacognition and self-regulated learning
Metacognition comes from learners being aware of and in control of their own thinking processes. Metacognitive strategies provide students with opportunities to practice self-assessment, self regulation, and agency. These might be as simple as helping students learn to navigate an online learning system, understand the process of starting and completing an assignment, or reflecting on what they have learned once an assignment is complete.
Many digital learning tools have features that allow for nudges, notifications, review, and reflection activities that support metacognition.
Related reading — Using Reflection and Metacognition to Create Equitable Learning Environments
8. Peer collaboration
Collaborating with peers lets students articulate concepts in their own words, solve-complex higher-order problems, practice delegating tasks, monitor progress, and form deeper relationships with classmates. When instructors shift to a facilitator role of these peer collaborations, students become more active learners.
Virtual breakout rooms, project management software, and discussion and chat features are some of the digital learning technologies that enable peer collaboration.
Getting started with digital-enabled EBTs
One of the principles of Transform Learning is that college and university instructors don’t need a comprehensive command of evidence-based practices to bring them into their classroom. It is possible to start small in one area and gradually layer in more EBTs.
Many ideas for doing that are featured in the instructional examples library of Transform Learning, which have been submitted by instructors. For example, Meredith Burr, a professor of mathematical and statistical sciences, shared how she promotes metacognition with an exam wrapper activity that puts students into the mindset they will need for the exam by reflecting on their preparation. And Kimberly Jackson, a professor of biochemistry, shared how the courseware she uses provides in real time the top three most common mistakes students make on each problem, allowing her to immediately address challenges students are encountering.
This article was originally published in June 2023 and was updated in May 2025.
Explore Evidence-Based Teaching Practices on Transform Learning