DOCSLIB.ORG

Active Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Active Learning Merrimack College Merrimack ScholarWorks Education Faculty Publications Education 2011 Active Learning Isabelle D. Cherney Merrimack College, [email protected] Follow this and additional works at: https://scholarworks.merrimack.edu/soe_facpub Part of the Curriculum and Instruction Commons, and the Educational Methods Commons Repository Citation Cherney, I.D. (2011). Active learning. In R. L. Miller, E. Amsel, B. M. Kowalewski, B. C. Beins, K. D. Keith, & B. F. Peden (Eds.), Promoting student engagement (Vol. 1, pp. 150-156). Retrieved from the Society for the Teaching of Psychology Web site: http://teachpsych.org/ebooks/pse2011/index.php This Book Chapter - Open Access is brought to you for free and open access by the Education at Merrimack ScholarWorks. It has been accepted for inclusion in Education Faculty Publications by an authorized administrator of Merrimack ScholarWorks. For more information, please contact [email protected]. Active Learning Isabelle D. Cherney Creighton University What is Active Learning? of the instruction; and (4) stimulating student interest in the course content (Feldman, 1989). The first two There is high acclaim for the benefits of active concern the organization of information and its learning in higher education (e.g., Bonwell & Eison, effective presentation and have traditionally been part 1991; Yoder & Hochevar, 2005). The peer-reviewed of a teacher's preparation. The second two deal with journal Active Learning in Higher Education and motivation and engaging students in their learning. numerous books are dedicated to this pedagogical Learning does not take place in a vacuum. approach. The “buzz” phrase refers to several models Knowledge accumulates through complex of instructions that emphasize the role and experiences that learners store in schemata - responsibility of student learning (Bonwell & Eison, structured representations that capture information 1991). Active learning developed from the work of relevant to a situation or event (Barsalou, 1992). theorists promoting discovery learning (Mayer, Schemata and categories form some of the basic 2004). During active learning, students are actively structures that underlie knowledge and memory. We (rather than passively) engaged in their learning by rely on these mental structures to encode and retrieve discovering, processing, and applying information. information. Because active learning encourages They engage in higher-order thinking tasks such as students to think more deeply about the material, that analysis, synthesis, and evaluation (Bloom, 1956). is, in a more meaningful way, it is effective in Active learning derives from the assumptions that improving students’ learning (e.g., Bonwell & Eison, learning is an active endeavor and that individuals 1991; Cherney, 2008; Yoder & Hochevar, 2005). learn in different ways. However, it is important to Cognitive psychologists have shown that more note that active learning alone will not increase meaningful processing (i.e., levels of processing) of student learning, in the absence of content, reflection, information promotes better recall (e.g., Craik & or objectives. Lockhart, 1972). Elaboration of the material, which involves interpreting information, connecting it with other information, and mulling it over is an important Why is Active Learning Important? aspect of deeper encoding of information. Other techniques that strengthen encoding and that promote Why is active learning important? More deeper thinking are conscious retrieval of the discovery-oriented and student-active teaching information, practice that is distributed in time methods ensure higher student motivation, more (Smith & Kosslyn, 2007), and generation of learning at higher cognitive levels, and longer questions about the material (e.g., Carroll, 2001; retention of knowledge (Nilson, 1998). The Dietz-Uhler & Lanter, 2009). In addition, foundations of any discipline are its definition, distinctiveness, and information that is self- knowledge base, terminology, structure, referenced facilitate memory for course content (e.g., methodology, and epistemology. As we move from Cherney, 2008; Hartlep & Forsyth, 2000; Roediger, basic knowledge to the complex organization and Gallo, & Geraci, 2002; VanderStoep, Fagerlin, & hierarchies of information in the disciplines, we Feenstra, 2000). Because the self is an existing well- parallel the levels of Bloom's (1956) cognitive developed and well-practiced network of knowledge, taxonomy: knowledge, comprehension, application, it offers potential for both elaborative and analysis, synthesis, and evaluation. Feldman (1989) organizational processing. For example, VanderStoep has shown that there are two essential tasks to foster and his colleagues (2000) found that, in a free recall student achievement: (a) to help students see the task, students tended to remember atypical events relevance and importance of the information, and (b) better. Cherney (2008) showed that students to make it understandable. In fact, the dimensions of remembered active learning materials better than teaching that are the strongest correlates of student material that was not introduced through active achievement are: (1) preparation and organization; learning across introductory and upper-level (2) clarity of communication; (3) perceived outcome 150 psychology courses. Vivid anecdotes and to identify and understand common barriers to demonstrations improved the memory for course instructional change, including the powerful content. In addition, student understanding was influence of educational tradition, faculty self- significantly enhanced when the material was perceptions and self-definition of roles, the connected to the self and real-life concrete discomfort and anxiety that change creates, and the experiences (Cherney, 2008). limited incentives for faculty to change. According to Michael (2007) the barriers fall into three categories: Learner-Centered Teaching (a) student characteristics or attributes (e.g., students do not know how to do active learning, they are unprepared or unwilling to engage in active learning), In an active learning paradigm, the instructor (b) issues directly impacting faculty (e.g., it takes too strives to optimize learning through multiple aspects much preparation, faculty have less control over the of learner-centeredness. Classes become about class, poorer evaluations, there is no reward structure, students’ learning, not about instructors’ teaching. or faculty do not know how to do it), and (c) Instructors become the facilitators of learning. pedagogical issues (e.g., classroom set-up does not Learner-centeredness shifts the responsibility to the lend itself to active learning, it takes too much class students, who in turn have to actively engage in the time, student assessment is difficult, class size, hard learning process with their instructors and peers. to predict learning outcomes or quality control). Learner-centered instructors assess the process of Changing from a teacher-centered to a learner- learning throughout and upon completion of a course. centered classroom can be difficult for both These assessments allow instructors to address any instructors and students. For instructors, the most misunderstandings or to tailor their teaching to the difficult part of the transition may be giving up students’ needs. control of the classroom — control over content, how In sum, learning is a “meaning-making” process. much time is spent on it and what is discussed. In New learning happens when we make connections addition, faculty members' efforts to employ active between existing concepts, knowledge, and learning involve risk--the risks that students will not experience. These new links can only be created by participate in the activities, that they will not use the learner. One of the challenges for instructors is to higher-order thinking, or will not learn sufficient impart knowledge of a discipline to students who content, or that faculty members will lack the have limited attention and limited prior knowledge of necessary skills, or be criticized for teaching in the concepts. Many students have not established an unconventional ways (Michael, 2007). elaborate network of structures to build upon and Although many of the faculty perceptions are create memory cues that will enhance their correct, others are not. Understanding faculty knowledge of the material. However, not all activities perceptions about the barriers to active learning in will create new knowledge. Activities that require the their classrooms is the first step in devising strategies learner to create constructs of important concepts and for helping faculty change the way they teach. then connections between these constructs are not Careful and thoughtful planning will successfully enough. Students must also think and reflect about overcome each barrier and type of risk. There are the experience. They need to explain the concepts to several ways that faculty can learn to incorporate themselves, to their peers, and to the instructor. This active learning activities in their classrooms. Many reflection is the active meaning-making process in institutions offer teaching development programs and action; it gets the students to form concepts and opportunities that provide faculty with a peer-review schemata, to improve them, to use them repeatedly, network, feedback from colleagues willing to observe and to create those long-term links that make the classes, or funding for the scholarship of
Load more

Recommended publications
  • Active Learning and E-Learning As Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement
    Active Learning and E-Learning as Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement Nur Pratiwi Noviati, Nur Widiasmara, Thobagus Mohammad Nu’man Department of Psychology, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of Indonesia, Yogyakarta, Indonesia Keywords: Active Learning, E-Learning, Motivated Strategies for Learning, Student Engagement Abstract: This study aims to test empirically whether the integration strategies of active learning and e-learning can be used to improve motivated strategies for learning and student engagement. The research method used is quasi experiment. The respondents of this study consist of both male and female students who are still active in one of the faculties of private universities in Yogyakarta. The numbers of respondents involved were 96 students (55 experimental group and 41 control group). The measuring tools used are motivated strategies for learning scale and student engagement scale. Data analysis method used is statistical method with the help of program facility of SPSS for windows. The results of the data analysis showed that there were significant differences between the pre-test and post-test scores obtained, but no significant differences between the experimental group and the control group. However, it can be said that the integration of active learning strategies and electronic-based learning (e-learning) can be used to improve motivated strategies for learning and student engagement. Further explanation will be discussed in the following article. 1 INTRODUCTION Community in 2015. Therefore, to be able to get superior human resources is an important thing to Today we have entered the digital age, where all note; in this case is achieving student.
    [Show full text]
  • CONSTRUCTIVISM and Active Learning
    CONSTRUCTIVISM and Active Learning Ge offre y R. B ull This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Teaching Excellence, United States Military Academy, West Point, NY, 2009 . Constructivism, and its close relative, discovery theory, is an offshoot of cognitive theory that proposes learning will occur as a person actively processes information to construct solutions to problems. Literature on cognitive theory is quite extensive concerning the education and learning in children, much of it written from a child psychology point of view or starting point. In more recent years, educators have been expanding the principles to higher education. Almost from the moment we are born, we begin to learn, absorbing information, and, eventually drawing conclusions about, i.e., learning, how the world around us behaves. Watching this process in very young children can be among the most amazing and rewarding experiences for new parents. For decades, cognitive theorists have proposed many explanations for how children learn from a very young age. The understanding of this learning process could then possibly be applied to learning at any age. The “natural” process by which a child learns, without any training at all, ought to be applicable to a trained mind as well. The basics of cognitive theory are considered to have begun with John Dewey (1933/1998). In the mid- and latter-twentieth century, Jean Piaget and Jerome Bruner were among the leaders in forwarding the constructivist subset of cognitive theory. Bruner posited that discovery leads one to become a constructionist (Anglin, 1973).
    [Show full text]
  • Active Learning Into Active Citizenship 1 1 the Curricular Stance: Active Learning Into Active Citizenship
    The Curricular Stance: Active Learning into Active Citizenship 1 1 The Curricular Stance: Active Learning into Active Citizenship Teaching for social justice is teaching for the sake of arousing the kinds of vivid, reflective, experiential responses that might move students to come together in serious efforts to understand what social justice actually means and what it might demand. Maxine Greene, Teaching for Social Justice (Ayers, Hunt, & Quinn) CHAPTER OVERVIEW n this chapter, we share our explorations of a curriculum for demo- cratic citizenship, what we have come to call a “socially conscious Ilanguage arts curriculum.” We explain how we restructured an ac- tive reading and writing classroom in order to use active literacy to address the complex issues of a democratic society. Betty wanted her seventh-grade students to see the actions of citizens as they supported democracy’s strengths or caused democracy to disintegrate. She wanted them to investigate how the forces of society create justice and injustice. The curriculum-planning model that helped Betty organ- ize activities for socially conscious student inquiry is presented, with descriptions of the predictable phases that occurred during extended units of work. We give an overview of the major units of study during one year. (Readers can see this curriculum framework in action in the stories of two different historical units in Chapters 2 and 5.) This chap- ter also provides an introduction to the more detailed examinations of inquiry, classroom atmosphere, literacy instruction, literature choices, and student activism that are provided in later chapters. A Story of Student and Teacher Discoveries The fifth-period literature class was reading and discussing a Read maga- zine docudrama that featured a family of immigrants on the ocean liner 2 Chapter 1 Titanic.
    [Show full text]
  • Active Learning: Strategies That Help First Graders Transition and Build Literacy Skills
    Rowan University Rowan Digital Works Theses and Dissertations 2-24-2015 Active learning: strategies that help first graders transition and build literacy skills Kacey Weber Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary Education and Teaching Commons Recommended Citation Weber, Kacey, "Active learning: strategies that help first graders transition and build literacy skills" (2015). Theses and Dissertations. 376. https://rdw.rowan.edu/etd/376 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. ACTIVE LEARNING: STRATEGIES THAT HELP FIRST GRADERS TRANSITION AND BUILD LITERACY SKILLS by Kacey J. Weber A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfill of the requirement For the degree of Master’s of Arts in Reading Education at Rowan University December 15, 2014 Thesis Chair: Susan Browne, Ed.D. © 2014 Kacey Weber Dedication This thesis is dedicated to my loving mother and father, Matthew and Jami Weber, both of whom have supported me throughout my entire educational journey. To my father, my rock, who has believed in me and always emotionally, financially, and morally supported me throughout my life. To my mother, my best friend in the entire world, who has spent countless hours comforting me with words only a mother can provide during the most stressful moments. I would like to thank my sisters and grandparents for their constant feedback, love, and support during some important decision-making moments.
    [Show full text]
  • STRATEGIES to INCORPORATE ACTIVE LEARNING INTO ONLINE TEACHING Diane Austin, M.Ed., Instructor and Distance Learning Technology Specialist* Nadine D
    STRATEGIES TO INCORPORATE ACTIVE LEARNING INTO ONLINE TEACHING Diane Austin, M.Ed., Instructor and Distance Learning Technology Specialist* Nadine D. Mescia, M.H.S., Director of Training° What is active learning? Bonwell and Eison describe active learning strategies as those that involve “students in doing things and (have the students) think about the things they are doing” (Bonwell and Eison, 1991, p. iii). Active learning is a key element in the learning process and most adult learning models view interaction (active learning) as a crucial component (Mantyla, 1999, p. 19). In an effective learning environment that incorporates active learning strategies, “greater emphasis is placed on students exploration of their own meaning, attitudes, and values” (Bonwell and Eison, 1992; Mantyla, 1999, p.19). However, a mistaken view many educators have is that learning is an active process and as such, all learning is active, even the most commonly used form of instruction, the passive lecture. In an active learning environment, “less emphasis is placed on transmitting information (teacher-centered) and more on developing students’ skills (student-centered)” (Bonwell and Eison, 1991, p.2). Active learning is not only an effective instructional strategy in the traditional learning environment, but also, it is effective in an online environment. Instructors/designers must continue to design activities that support learning objectives, but structure them to work online, outside of the traditional classroom environment where active learning techniques are heavily dependent upon face- to-face interaction (e.g., discussion, group work, role-play). For example, consideration must be given to the fact that instructor and learners may not be in the same place at the same time (asynchronous) to interact whereby relying on instructional technologies as part of the interactive learning process.
    [Show full text]
  • Active Learning
    Active learning Active learning is an approach where learners participate in the learning process by building knowledge and understanding. In schools they will usually do this in response to learning opportunities designed by their teacher. What does active learning mean? For learners to make sense of new information and ideas, they need to make links with existing knowledge, so that they can process and then understand new material. This sense-making is an active process which can take place during a wide range of learning activities. It can be contrasted with a passive approach to learning in which the teacher primarily talks ‘at’ students and simply assumes they will make sense of what is said without needing to check. Active learning requires students to think hard and to practise using new knowledge and skills in order to develop long-term recall and a deeper understanding. This deeper understanding will also enable learners to connect different ideas together and to think creatively, once the initial knowledge base is secure. What is the theory behind active learning? • Active learning is based on a theory of learning • Scaffolding describes the support a student or group called constructivism, which emphasises the fact that of students receive as they work towards a learning goal. learners construct or build their understanding. Jean The idea of scaffolding was developed by cognitive Piaget (1896–1980), a psychologist and founder of psychologist Jerome Bruner (1915–2016) researching constructivism, researched the cognitive development of oral language acquisition in children. Grounded in social children, observing that their knowledge was individually constructivism, the process of scaffolding ‘enables a child built up, bit by bit.
    [Show full text]
  • Stimulating Deep Learning Using Active Learning Techniques
    Malaysian Online Journal of Educational Sciences 2016 (Volume4 - Issue 3 ) Stimulating Deep Learning Using Active [1] University of Malaya, Malaysia [email protected] Learning Techniques [2] Inti College Subang Jaya, Malaysia Tee Meng Yew [1] Fauziah K.P. Dawood [2], Kannaki a/p S. Narayansany [2],M Kamala a/p Palaniappa Manickam [2], Leong Siok Jen [2], Kuan Chin Hoay [2] ABSTRACT When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors set out to change this in the context of their own classrooms. The instructors formed a community of practice and embarked on an action research project on seeking ways to stimulate deep learning approaches in their classrooms. Active learning techniques such as role-playing, student-led discussions, and debates are discussed. Each member of the community chose techniques that he or she was comfortable with and which could best meet the desired learning outcomes of their respective classes. This article describes the process, successes and challenges based on the experience and the quantitative and qualitative data collected by the community of practice functioning as an action research team. Keywords: Deep learning, active learning, action research INTRODUCTION Surface learning approaches arise from the intention to give an impression of meeting task requirements while exerting minimal effort, often relying on memorization instead of understanding (Biggs, 1999). This approach to learning can easily be observed when students and teachers behave in ways that reinforce learning as a spectator sport (Chickering & Gamson, 1987).
    [Show full text]
  • Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning
    Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning Jim Eison, Ph.D. Department of Adult, Career & Higher Education University of South Florida, 4202 East Fowler, EDU 162 Tampa, FL 33620-5650 [email protected] © Expanded and Updated March 2010 NOTE: To be used in an upcoming publication Please do not cite, quote or duplicate without permission ―The first objective of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily‖ (Jerome Bruner) ―The best way to get a good idea is to get a lot of ideas‖ (Linus Pauling) What are active learning instructional strategies? Active learning instructional strategies include a wide range of activities that share the common element of ―involving students in doing things and thinking about the things they are doing‖ (Bonwell & Eison 1991). Active learning instructional strategies can be created and used to engage students in (a) thinking critically or creatively, (b) speaking with a partner, in a small group, or with the entire class, (c) expressing ideas through writing, (d) exploring personal attitudes and values, (e) giving and receiving feedback, and (f) reflecting upon the learning process It should also be noted that active learning instructional strategies can (a) be completed by students either in-class or out-of-class, (b) be done by students working either as individuals or in group, and (c) be done either with or without the use of technology tools When an instructor employs active learning strategies, he or she will typically will (a) spend greater proportion of time helping students develop their understanding and skills (promoting deep learning) and a lesser proportion of time transmitting information (i.e., supporting surface learning).
    [Show full text]
  • The Impact of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom
    Molloy College DigitalCommons@Molloy Theses & Dissertations 11-23-2015 The mpI act of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom Alicia A. Stone This research was completed as part of the degree requirements for the Nursing Department at Molloy College. Follow this and additional works at: https://digitalcommons.molloy.edu/etd Part of the Other Nursing Commons This Dissertation has All Rights Reserved. DigitalCommons@Molloy Feedback Recommended Citation Stone, Alicia A., "The mpI act of Technology-Enhanced Learning Activities on Nursing Student Engagement in the Classroom" (2015). Theses & Dissertations. 4. https://digitalcommons.molloy.edu/etd/4 This Dissertation is brought to you for free and open access by DigitalCommons@Molloy. It has been accepted for inclusion in Theses & Dissertations by an authorized administrator of DigitalCommons@Molloy. For more information, please contact [email protected],[email protected]. Molloy College The Division of Nursing PhD in Nursing Program THE IMPACT OF TECHNOLOGY-ENHANCED LEARNING ACTIVITIES ON NURSING STUDENT ENGAGEMENT IN THE CLASSROOM a dissertation by ALICIA A. STONE Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Molloy College i ABSTRACT THE IMPACT OF TECHNOLOGY-ENHANCED LEARNING ACTIVITIES ON NURSING STUDENT ENGAGEMENT IN THE CLASSROOM Educating student nurses in the present environment requires professors to stay current with new methodologies as well as innovations in technology. The question is how to address both the impact of technology and the skills of clinical reasoning, and keep the students involved in the material. If there can be integration of each aspect through the use of technology-enhanced learning activities on the internet and preparation to approach the issue, then perhaps this can increase success.
    [Show full text]
  • How Young Children Learn to Read in High/Scope Programs
    How Young Children Learn to Read in High/Scope Programs A series of position papers By Ann S. Epstein, Ph.D., Developmental Psychology, High/Scope Director, Early Childhood Division Charles Hohmann, Ph.D., Educational Psychology, High/Scope Director, Elementary Division Mary Hohmann, B.A. English, High/Scope Senior Early Childhood Specialist and Senior Staff Writer How Young Children Learn to Read in High/Scope Programs—A Summary Good Beginnings in Reading for Infants and Toddlers in High/Scope Programs How Preschoolers Learn to Read in High/Scope Programs How High/Scope Teaches Reading in Kindergarten Through Third Grade Published by High/Scope Educational Research Foundation, 2002 How Young Children Learn to Read in High/Scope Programs— A Summary This set of position papers explains how acy. Experiences that prepare children for read- young children learn to read and write in ing and writing are included in every part of High/Scope’s infant-toddler, preschool, and the High/Scope daily routine, and literacy- early elementary programs. Papers for each related materials are included in every area developmental level (a) describe how children of the classroom, center, or home setting. at that level acquire these closely related and complementary literacy skills; (b) list the strate- How young children learn to read gies High/Scope-trained teachers and caregivers and write: Underlying principles use, in partnership with parents, to support Learning to read and write begins at reading and writing development in their pro- birth and builds on children’s basic need to grams and at home; (c) cite scientific research communicate.
    [Show full text]
  • The Effects of Inquiry-Based Learning and Student Achievement in the Science Classroom
    University of Mary Washington Eagle Scholar Student Research Submissions Fall 10-23-2020 The Effects of Inquiry-Based Learning and Student Achievement in the Science Classroom Celeste Elizabeth Wilson University of Mary Washington Follow this and additional works at: https://scholar.umw.edu/student_research Recommended Citation Wilson, Celeste Elizabeth, "The Effects of Inquiry-Based Learning and Student Achievement in the Science Classroom" (2020). Student Research Submissions. 370. https://scholar.umw.edu/student_research/370 This Education 590 Project is brought to you for free and open access by Eagle Scholar. It has been accepted for inclusion in Student Research Submissions by an authorized administrator of Eagle Scholar. For more information, please contact [email protected]. Running Head: INQUIRY-BASED LEARNING IN THE SCIENCE CLASSROOM THE EFFECTS OF INQUIRY-BASED LEARNING AND STUDENT ACHIEVEMENT IN THE SCIENCE CLASSROOM CELESTE WILSON EDCI 590 INDIVIDUAL RESEARCH October 23, 2020 _____________________________________ Signature of Project Advisor Peter Vernimb, EdD. Assistant Professor of Education INQUIRY-BASED LEARNING IN THE SCIENCE CLASSROOM Abstract Research has demonstrated inquiry-based learning (IBL) engages students in the processes of scientific discovery and can make science relevant toward their real-world concerns. However, in most science classrooms, teachers still use traditional learning, or direct methods of instruction for scientific terminology and other types of discrete knowledge students need to master for standardized testing. Existing research and studies have identified the various impacts of inquiry-based learning in the science classroom and its relationship between student achievement, student motivation and long-term knowledge retention. Research has shown implementation of inquiry-based learning has a positive and direct relationship to student achievement.
    [Show full text]
  • The Use of Lecture Vs. Other Classroom Activities at LMBC
    Building a Case for Active Learning: The Use of Lecture vs. Other Classroom Activities at LMBC Jon M. Werner University of Wisconsin-Whitewater Whitewater, Wisconsin Carol Scovotti University of Wisconsin-Whitewater Whitewater, Wisconsin Richard G. Cummings University of Wisconsin-Whitewater Whitewater, Wisconsin James W. Bronson University of Wisconsin-Whitewater Whitewater, Wisconsin ABSTRACT An action learning process was used at a large Midwestern business college (“LMBC”) to promote greater use of active learning approaches in the classroom. At an all-college gathering, faculty received instruction and encouragement in the use of the case method in their respective classes. Faculty were subsequently surveyed about their use of lecture versus other more active classroom learning activities, such as problem-solving, case discussions, group work, and in- dividual reflection. Results obtained demonstrated widespread use of active learning across the college, though with many differences based upon academic discipline, rank, age, and gender. Connections are made to models of change and experiential learning theory. Key words: action learning, active learning, experiential learning, lecture method, case method Lecture has been a primary pedagogical form throughout The considerable interest in more active or experiential history (Friesen, 2011). Though often maligned, it remains forms of learning may appear to clash with the continued a dominant method of teaching, both to younger and widespread usage – or at least perceptions of usage
    [Show full text]