Editing Active learning (section)

== Elements of High-Impact Practices ==
George D. Kuh identified High-Impact practices (HIPs) as " a Specific set of practices that tended to lead to meaningful experiences for students." Kuh and his coworkers identified several elements that were important and could be applied in a wide range of learning opportunities.<ref name=":03"/>

# Breaking down the skills that need to be taught, one step at a time, is more beneficial than teaching a large amount of knowledge all at the same time. This concept was developed based on the Zone of Proximal Development theory by Lev Vygotsky (1978). In practice, students start a lesson with higher expectations and in a positive class environment. As a result, all students will picture their goals as achievable, leading them to trust their abilities and be encouraged to participate actively in their learning process. When lower-level students start to face some challenges, the teacher's role becomes crucial to provide new resources and techniques to increase students' performance.
# Reaching effective learning will be a common result of "spaced learning". This idea was first introduced by Hermann Ebbinghaus (1913) in his book: ''Memory: A Contribution to Experimental Psychology.'' He identified spaced learning as the process of learning new information over a long period in multiple ways using different activities.
# High-quality learning could be achievable when students have a positive relationship with their classmates and teachers. Students are more likely to get motivated and reach their goals when connecting with teachers and classmates who are supportive and helpful.
# Having diverse backgrounds in a class allows students to be exposed to different opinions and generate new ideas when connecting with peers from different identities.<ref name=":03" />