On this page we start by thinking what active learning actually entails and why teachers should plan to incorporate it into their teaching practice. This page gives an introduction to the role of both the learner as the one who does the work of learning and the educator as the one who designs the learning session.

What is active learning?

Active learning methods ask students to engage in their learning by thinking, discussing, investigating, and creating. Active learning involves activities that challenge students’ thinking, promote skills development, foster higher order thinking, and support learning (KI Staff portal on Active learning)

Why active learning?

Education research shows that incorporating active learning strategies into university courses significantly enhances the student learning experience (Freeman et al., 2014; Theobald et al., 2020).

"Active problem-solving confers a deeper understanding of science than does a standard lecture ... We find up to 20% better grades over usual methods… Evidence has been accumulating for decades that students who actively engage with course material will end up retaining it for much longer than they would have otherwise, and they will be better able to apply their knowledge broadly" (Waldrop, 2015).

Three main ways to actively engage students

By engaging with the content students are connecting their own individual knowledge, beliefs and experiences to the new content, thus strengthening the connections made as they develop new understandings. There are three main ways to actively engage students:

Mentally. This may involve students thinking creatively or critically, reflecting on learning, or applying new concepts. An example is to ask students to spend one minute at the end of the class writing the key concepts they learnt from the class, or completing an exercise applying what they have learnt in class.
Physically. This may involve students performing tasks and actions such as operating equipment and tools relevant to their discipline, or engaging with models and learning tools in the classroom.
Socially. This may involve students expressing their ideas, attitudes and values or giving and receiving feedback with their peers. It may be conducted in pairs or as group discussions, or may be online using collaborative tools such as discussion boards or polls to allow students to share their knowledge.

Source: Active Learning / Resources / LDTI Teaching Resources / Learning Design and Teaching Innovation / Teaching resources / Teaching and research / Current staff / The University of Newcastle, Australia

In active learning learners should do most of the work

Active learning is a transformative process that redefines the traditional roles in education. It shifts the focus from educators as the primary source of information to learners as the central figure in the learning journey. In this paradigm, the primary intention is not merely to cover content but to foster an enriching learning experience.

The teacher's fundamental task is to get students to engage in learning activities that are likely to result in achieving [the intended learning] outcomes. It is helpful to remember that what the student does is actually more important than what the teacher does (Schuell, 1986, p.429).

This approach necessitates learners to take ownership of their learning, engaging in critical thinking, communication, and collaboration with peers. Contrary to conventional methods, active learning asserts that learners should be actively involved in the learning process. Educators play a pivotal role in designing sessions, strategically incorporating direct instruction, learning activities, and guidance to facilitate meaningful engagement. Ultimately, active learning empowers learners, fostering a deeper understanding as they actively participate in reflective and application-based activities.

Active learning as learner-centred education

In this video (1.55 min) Chris Tuffnell describes the role of the learner in active learner and the role of the educator in designing sessions to include direct instruction, learning activities, and necessary guidance.

Your choice

If you prefer to read the transcript for this video you can open it in preview mode or download the Word file below.

M5.2 Introducing active learning as learner-centred education.docx

Tip: If you open the ReadSpeaker TextAid link in the "Module" view you will be able to Annotate the file as well as download an audio version of the file to listen to on-the-go (one page at the time)!

Reflect: Ask yourself

How do you go about the design of your active learning activities? How do you see your role as the educator?

Write you reflections in your reflection log.

References

Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved February 14, 2024, from https://cft.vanderbilt.edu/active-learning/
Waldrop, M. Why we are teaching science wrong, and how to make it right. Nature 523, 272–274 (2015). https://doi.org/10.1038/523272a
Schuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.
Theobald, et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Theobald, et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117

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