Active learning
Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills".
In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning.
Situational interest is defined as "focused attention and an affective reaction that is triggered in the moment by environmental stimuli, which may or may not last over time" according to Hidi and Renninger.
According to Bloom's Cognitive Taxonomy, a higher-order question will allow students to go beyond their basic knowledge, opening the door for their thinking to dive into new topics, and make connections related to real life.
They will likely forget the concept later because it lacks connections to real life, and their thinking didn't go through deep analysis.
The drawback of the traditional teaching method is that it only allows some students to respond to the prompt, while others may need extra time to develop ideas.
[14] Active learning coordinates with the principles of constructivism which are, cognitive, meta-cognitive, evolving and effective in nature.
These characteristics have been documented by thousands of empirical studies (e.g., Smith & Kosslyn, 2011) and have been organized into a set of principles.
[18] One way to organize the empirical literature on learning and memory specifies 16 distinct principles, which fall under two umbrella "maxims".
For example, a well-run debate will draw on virtually all, with the exceptions of dual coding, interleaving, and spaced practice.
Bonwell and Eison (1991) suggested learners work collaboratively, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc.
[20][21][22][23][24][25][26][27] The degree of instructor guidance students need while being "active" may vary according to the task and its place in a teaching unit.
In an active learning environment learners are immersed in experiences within which they engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection (Cranton 2012).
When the teacher asks a question related to a topic that has been taught, students will write their answers individually within 60 seconds.
A meta-analysis of 225 studies comparing traditional lecture to active learning in university math, science, and engineering courses found that active learning reduces failure rates from 32% to 21%, and increases student performance on course assessments and concept inventories by 0.47 standard deviations.
A Review of the Research", Prince (2004) found that "there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning" in engineering education.
In a 2012 report titled "Engage to Excel",[41] the United States President's Council of Advisors on Science and Technology described how improved teaching methods, including engaging students in active learning, will increase student retention and improve performance in STEM courses.
Active learning has been implemented in large lectures and it has been shown that both domestic and International students perceive a wide array of benefits.
