Active learning

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Active learning, as the name suggests, is a type of instruction which some teachers employ to involve pupils during the learning process. Associated with the term "learning by doing", "active learning" is often contrasted with less active forms of instruction (e.g. lecture -- Bonwell and Eison, 1991).

It has been suggested that students who actively engage with the material are more likely to recall information later and be able to use that information in different contexts (Bruner, 1961).

This article is about an educational technique. For active learning in the context of machine learning, see Machine learning.

1 Conducting "active learning" instruction
2 When should "active learning" based instruction be used?
- 2.1 "Active learning" instruction
- 2.2 Active learning and Policy
3 See also
4 References
5 External links

[edit] Conducting "active learning" instruction

Discovery learning, Problem-based learning, Experiential learning, and Inquiry-based instruction are the most often cited forms of active learning (Kirschner, Sweller, and Clark, 2006).

All of these knowledge acquiring strategies assume that the learning process must be, essentially, learner driven, which does not mean that it can dispense guidance. Active learning does not presuppose the idea that student's development must be allowed to flower on its own, in a permissive environment, without teacher intervention. Learning without the advantage of a mentor is a slow and frustrating way to learn (Vygotsky, 2006). Teachers must provide challenges, encourage risk taking, correct errors, and provide context.

Adopting active learning does not mean, also, following highly structured methods, like the ones mentioned above, or even completely eliminating the lecture format (Bonwell and Eison, 1991). Activities that encourage student involvement are easily incorporated into a lesson plan.

Example "active" activities include: class discussion, small group discussion, debate, posing questions to the class, think-pair-share activities, short written exercises and polling the class (Bonwell and Eison, 1991).

A class discussion may be held in person or in an online environment. It is best that these discussions be centered on an open-ended (occasionally controversial) topic (e.g. one that has no right or wrong answer).

A small group discussion is a similar activity between individual, groups, or teams of individuals. A presidential debate is a common debate format. But these also may center around controversial or political topic.

A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class a part of a formal discussion.

A short written exercise that is often used is the "one minute paper." In this exercise students are asked to summarize the day's discussion in a short paper to be turned in before the end of class. This is a good way to review materials.

[edit] When should "active learning" based instruction be used?

Active learning is an umbrella term that refers to several models of instruction which focus the responsibility of learning, on learners. Bonwell and Eison (1991) popularized this approach to teaching. This "buzz word" of the 1980s, became their 1990s report to the Association for the Study of Higher Education (ASHE).

In this report they discuss a variety of methodologies for promoting "active learning." According to Mayer (2004) strategies like “active learning" developed out of the work of an earlier group of theorists -- those promoting discovery learning.

The effectiveness of active instructional techniques like discovery learning has been questioned in recent years. While it makes sense to use these techniques as a "followup" exercise, it does not make sense to use them to introduce material. It is suggested that instructors guide their students in the early stages of learning, and later let them practice there new learned skills or apply new information.

Learning is typically referred to as Schema (psychology) acquisition. The problem with schema acquisition is that it does not happen automatically. Certainly practice is a necessity for learning to occur (given procedural learning). But should practice happen before, or even during initial learning? Those promoting ‘Active learning’ strategies assume learners need little guidance. Certainly some guidance is necessary for learning to occur and self-guidance can be productive in some instances, but only after initial learning has occurred. Unfortunately self-guided instruction is less than efficient than guided instruction (Sweller and Cooper, 1985; Kirschner, Sweller, and Clark, 2006).

[edit] "Active learning" instruction

While practice is useful to reinforce learning, problem solving is not always suggested. Sweller (1988) suggests that under some conditions, solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples because this is a more efficient method of initial instruction.

Adopting active learning does not mean following highly structured methods, like Problem-based learning. Unfortunately some instructors develop unguided course activities and expect learners to learn from these experiences. Bonwell and Eison (1991) suggests learners work in pairs, discuss material while role-playing, to debate, to case study, take part in cooperative learning, or produce short written exercises, etc. While these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity (Kirschner, Sweller, and Clark, 2006). So instructors are cautioned to give learners some basic or initial instruction, perhaps to be followed up with an activity based upon the above methods.

[edit] Active learning and Policy

Kirschner, Sweller, and Clark (2006) suggest that fifty years of empirical data does not support those using active learning methods early in the learning process. Kirschner et al (2006) calls for those using these techniques to explain their actions in terms of empirical data. In the past few years Outcome-based education policy has begun to limit instructors to only using those techniques that have been shown to be effective. In the United States for instance, the No Child Left Behind Act requires those developing instruction to show evidence of its "effectiveness".

Policy may be satisfied by demonstrating the instructional effectiveness of active instruction. Rubrics (education) are a good way to evaluate this form of instruction. These instructional tools can be used to describe the various different qualities of any activity. In addition, if given to the student, they can provide additional guidance (here is an example rubric).

[edit] See also

Educational technology
Peer instruction
Instructional strategies
Learning by teaching

[edit] References

Balester, Valerie M. (2005). UWC @ TAMU - From the Director. retrieved 12/20/2006 from http://writingcenter.tamu.edu/content/view/286/200/}}
Bonwell, C. & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom AEHE-ERIC Higher Education Report No.1. Washington, D.C.: Jossey-Bass. ISBN 1-87838-00-87.
Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.
Clark, R., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. ISBN 0-7879-7728-4.
Cochran, Leslie H. 1989. Administrative Commitment to Teaching. Cape Girardeau, Mo.: Step Up, Inc, ISBN 0-9631438-0-8.
Hyman, Ronald T. 1980. Improving Discussion Leadership. New York: Columbia Univ., Teachers College Press, ISBN 0-13-792607-3.
Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching". Educational Psychologist 41 (2): 75-86.
Mayer, R. (2004). "Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction". American Psychologist 59 (1): 14-19.
McKeachie, Wilbert J., Paul R. Pintrich, Yi-Guang Lin, and David A.F. Smith. 1986. Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor: Regents of The Univ. of Michigan. ED 314 999. 124 pp. MF-01; PC-05.
Penner, Jon G. 1984. Why Many College Teachers Cannot Lecture. Springfield, Ill.: Charles C. Thomas, ISBN 0-398-04936-X.
Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (1): 257-285.
Sweller, J., & Cooper, G. A. (1985). "The use of worked examples as a substitute for problem solving in learning algebra". Cognition and Instruction 2 (1): 59-89.
Vygotsky, L. S. (2006 (New Ed.)). Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. ISBN 0-674-57629-2.