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Active learning is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting "active learning". They cite literature which indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as "the goals of the learning process" (Bloom, 1956). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.[1] Active learning engages students in two aspects – doing things and thinking about the things they are doing (Bonwell and Eison, 1991).
There are diverse range of alternatives for the term "active learning" like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. Active learning is more than just listening, active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. However, some students as well as teacher's find it difficult to adapt to the new learning technique.[2] Active learning should transform students from passive listeners to active participants, helps the student understand their subject through inquiry, gathering and analyzing data through which solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum and technology based learning is also in high demand in concern with active learning.[3] Barnes (1989) [4][5] suggested principles of active learning:
Active learning requires appropriate learning environment through the implementation of right strategy. Characteristics of learning environment are:[6][7]
Active learning coordinates with the principles of constructivism which are, cognitive, meta-cognitive, evolving and affective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning, the child goes through process of knowledge construction, knowledge recording and knowledge absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves.[8] There are several aspects of learning and some of them are:
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. The argument is "when should active learning exercises be used during instruction?". Numerous studies have shown that introducing active learning activities (such as simulations, games, contrasting cases, labs,..) before, rather than after lectures or readings, results in deeper learning, understanding, and transfer.[10][11][12][13][14][15][16][17] 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 are engaged in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection Cranton (2012).
Examples of "active learning" activities include
In order to have active learning experience, use of technology tools and multimedia helps enhance the atmosphere of the classroom. Each student will be actively engaged in the learning process. Using movies and games the teacher can make the experience more effective. The theoretical foundation of this learning process are :
Numerous studies have shown evidence to support active learning, given adequate prior instruction.
Richard Hake (1998) reviewed data from over 6000 physics students in 62 introductory physics courses and found that students in classes that utilized active learning and interactive engagement techniques improved 25 percent points, achieving an average gain of 48% on a standard test of physics conceptual knowledge, the Force Concept Inventory, compared to a gain of 23% for students in traditional, lecture-based courses.[23]
Similarly, Hoellwarth & Moelter (2011)[24] showed that when instructors switched their physics classes from traditional instruction to active learning, student learning improved 38 percent points, from around 12% to over 50%, as measured by the Force Concept Inventory, which has become the standard measure of student learning in physics courses.
In "Does Active Learning Work? 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.[25]
Michael (2006),[26] in reviewing the applicability of active learning to physiology education, found a "growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted."
In a 2012 report titled "Engage to Excel,"[27] the United States President's Council of Advisors on Science and Technology (PCAST) described how improved teaching methods, including engaging students in active learning, will increase student retention and improve performance in STEM courses. One study described in the report found that students in traditional lecture courses were twice as likely to leave engineering and three times as likely to drop out of college entirely compared with students taught using active learning techniques. In another cited study, students in a physics class that used active learning methods learned twice as much as those taught in a traditional class, as measured by test results.
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