Active learning

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Active learning is a form of learning where teaching attempts to engage students in the learning process more directly than other methods.

The term active learning "was introduced by the English scholar R W Revans (1907-2003)." Bonwell (1991) "states that in active learning, students participate in the process and students participate when they do something other than listen passively." (Weltman, p.Ã, 7) Active learning is "a method of learning in which students are actively engaged or involved in the learning process and where there are different levels of active learning, depending on student involvement." (Bonwell & Eison 1991) Association for Higher Education Studies (ASHE), the author discusses various methodologies for promoting "active learning." They cite literature that shows that to learn, students must do more than just listen: They must read, write, discuss, or engage in problem solving This relates to three learning domains known as knowledge, skills, and attitudes (KSA), and that this taxonomic behavior of learning can be regarded as "the purpose of the learning process" (Bloom, 1956. In particular, students should be involved in the task of thinking such as analysis, synthesis, and evaluation Active learning involves students in two aspects - do things and think about the things they do.

Video Active learning

Nature of active learning

There are various alternatives to the term "active learning" such as learning through play, technology-based learning, activity-based learning, group work, project methods, etc. The underlying factors behind this are some significant qualities and active characteristics. learn. Active learning is the opposite of passive learning; it is student-centered, not teacher-centered, and requires more than just listening; The active participation of each student is an important aspect of active learning. Students should do things and simultaneously think about the work done and the goals behind it so they can improve their high-level thinking skills. Many studies have proven that active learning as a strategy has increased the level of achievement and some say that content mastery is possible through active learning strategies. However, some students and teachers find it difficult to adapt to new learning techniques. Active learning should transform students from passive listeners into active participants and help students understand the subject through investigation, data collection and analysis to solve high-level cognitive problems. There is an intensive use of scientific and quantitative literacy across the curriculum and technology-based learning is also in great demand with active learning. Barnes (1989) suggests the principles of active learning:

1. Trust: task relevance to student concerns.
2. Reflective: student reflection on the meaning of what is learned.
3. Negotiate: negotiate objectives and learning methods between students and teachers.
4. Critical: students value the way and how to learn different content.
Students
5. Complex: compare learning tasks with the complexities that exist in real life and create reflective analysis.
6. Driven by the situation: the needs of the situation are considered to assign learning tasks.
7. Engage: real life tasks are reflected in activities undertaken for learning.

Active learning requires an appropriate learning environment through the application of the right strategy. Characteristics of the learning environment are:

1. In harmony with the constructivist strategy and evolved from traditional philosophy.
2. Promotes research-based learning through inquiry and contains authentic scientific content.
3. Encourages student leadership skills through self-development activities.
4. Create an atmosphere suitable for collaborative learning to build a knowledgeable learning community.
5. Develop a dynamic environment through interdisciplinary learning and generate high profile activity for a better learning experience.
6. Previous integration with new knowledge to generate rich knowledge structures among students.
7. Improved task-based performance by giving students a realistic, practical sense of the subject matter learned in the classroom.

Constructivist framework

Coordinate active learning with constructivism principles that are, cognitively, meta-cognitively, flourish and affective in nature. Studies have shown that immediate results in knowledge building are not possible through active learning, the child goes through the process of knowledge construction, knowledge recording and knowledge absorption. The construction process of this knowledge depends on the prior knowledge of the learner in which the learner is aware of the cognition process and can control and manage it on its own. There are several aspects of learning and some of them are:

1. Learning through meaningful acceptance by David Ausubel, he emphasized the prior knowledge that students have and considered it a key factor in learning.
2. Learn through discovery by Jerome Bruner, where students learn through the discovery of ideas with the help of the situation provided by the teacher.
3. Conceptual change: misconceptions occur when students find knowledge without any guidance; teachers provide knowledge by remembering common misconceptions about the content and maintaining an evaluative examination of the knowledge built by students.
4. Social Constructivism by Bandura and Vygotsky, collaborative group work within the framework of cognitive strategies such as asking, clarifying, predicting, and summarizing.

Maps Active learning

Learning Science in Active Learning

Active learning has definitively proved superior to lectures in promoting understanding and memory (Freeman et al., 2014). The reason is very effective is that it is based on the underlying characteristics of how the mind and brain work during learning. This characteristic has been documented by thousands of empirical studies (eg, Smith & Kosslyn, 2011) and has been organized into a set of principles. Each of these principles can be drawn by various active learning exercises. They also offer a framework for designing activities that will promote learning; When used systematically, Stephen Kosslyn (2017) noted these principles allow students to "learn effectively - sometimes without trying to learn."

Principle of learning

One way to regulate the empirical literature on learning and memory determines 16 different principles, which are under two umbrella "principles". The first adage, "Think Through," includes principles relating to paying attention and deep thinking about new information. The second, "Make and Use Associations," focuses on techniques for organizing, storing, and retrieving information.

The principles can be summarized as follows:

Maxim I: Think Through

1. Generating deep processing: expanding thinking beyond the "face value" of information (Craig et al., 2006; Craik & Lockhart, 1972)

2. Using desired difficulties: ensuring that activities are not too easy or too difficult (Bjork, 1988, 1999; VanLehn et al., 2007)

3. Invites generation effect: requires recall of relevant information (Butler & Roediger, 2007; Roediger & Karpicke, 2006)

4. Involved in deliberate practice: promoting practices that focus on learning from mistakes (Brown, Roediger, & McDaniel, 2014; Ericsson, Krampe, & Tesch-Romer, 1993)

5. Using interleaving: mixing different types of problems

6. Inducing dual coding: presenting information both orally and visually (Kosslyn, 1994; Mayer, 2001; Moreno & Valdez, 2005)

7. Generating emotions: arousing feelings to improve memory (Erk et al., 2003; Levine & Pizarro, 2004; McGaugh, 2003, 2004)

Maxim II: Create and Use Associations

8. Promoting chunking: gathering information into organized units (Brown, Roediger, & McDaniel, 2014; Mayer & Moreno, 2003)

9. Building on previous associations: linking new information with previously stored information (Bransford, Brown, & Cocking, 2000; Glenberg & Robertson, 1999; Mayer, 2001)

10. Present the first basic material: provide basic information as structural "spine" in which new information can be attached (Bransford, Brown, & Cocking, 2000; Wandersee, Mintzes & Novak 1994)

11. Harnessing the right example: offering examples of similar ideas in different contexts (Hakel & Halpern, 2005)

12. Rely on principle, not memorization: explicitly characterize the underlying phenomenon, factor or mechanism (Kozma & Russell, 1997; Bransford, Brown, & Cocking 2000)

13. Creating an associative chain: dividing a collection of information into stories (Bower & Clark, 1969; Graeser, Olde, & Klettke, 2002)

14. Using distance practices: disseminating learning over time (Brown, Roediger, & McDaniel, 2014; Cepeda et al., 2006, 2008; Cull, 2000)

15. Establish different contexts: linking materials with different settings (Hakel & Halpern, 2005; Van Merrienboer et al., 2006)

16. Avoiding distractions: combining typical retrieval gestures to avoid confusion (Adams, 1967; Anderson & Neely, 1996)

Active learning usually uses a combination of these principles. For example, a well-managed debate will attract almost everything, with the exception of dual coding, interleaving, and spaced practice. Conversely, passively listening to a lecture rarely attracts anything.

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Active learning exercises

Bonwell and Eison (1991) suggest students work collaboratively, discuss materials while playing roles, argue, engage in case studies, take part in cooperative learning, or produce short writing exercises, etc. The argument is "when do active learning exercises should be used during instruction?". Numerous studies have shown that introducing active learning activities (such as simulations, games, contrasting cases, laboratories..) before, rather than after college or reading, results in deeper learning, understanding, and transfer. The level of instructor guidance that students need when "active" can vary according to the task and place in the teaching unit. In an active learning environment, learners are immersed in experiences where they engage in investigation, action, imagination, discovery, interaction, hypothesis and personal reflection (Cranton 2012).

To have an active learning experience, the use of technology and multimedia tools helps improve the classroom atmosphere. Each student is actively involved in the learning process. Using movies and games, teachers can make the experience more effective. The theoretical foundations of this learning process are:

1. Flow: Flow is a concept to increase the level of student focus because each and every individual becomes aware and fully involved in the learning environment. In accordance with the ability and potential of self, through self-awareness, students perform the task that exists. The first methodology for measuring flow is Csikszentmihalyi Experience Sampling (ESM).
2. Learning Style: Getting knowledge through its own technique is called learning style. Learning happens according to your own potential because every child is different and has potential in various fields. It caters to all types of learners: visual, kinesthetic, cognitive and affective.
3. Locus of Control: Those with high internal locus of control believe that every situation or event is caused by their resources and behavior. People who have high external locus of control believe that nothing is under their control.
4. Intrinsic Motivation: Intrinsic motivation is a factor associated with self-perception of the task at hand. Interests, attitudes, and outcomes depend on self-perception of the given activity.

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Research evidence

Numerous studies have shown evidence to support active learning, given adequate prior instruction.

A meta-analysis of 225 studies comparing traditional lectures with active learning at university mathematics, science, and engineering courses found that active learning reduced the failure rate from 32% to 21%, and improved student performance on the course assessment and concept inventory by 0, 47 standard deviation. Because the findings are so strong with regard to research methodology, level of control, and subject matter, the National Academy of Science publication suggests that it may be unethical to continue using traditional lecture approaches as a control group in such studies. The biggest positive effects are seen in class sizes below 50 students and among under-represented students in the STEM field.

Richard Hake (1998) reviewed data from over 6000 physics students in 62 introductory physics courses and found that students in classes using active learning and interactive engagement techniques increased 25 percentage points, achieving a 48 percent average gain on a standardized physics conceptual test. knowledge, Strength Concept Inventory, compared to a 23% gain for students in traditional course-based courses.

Similarly, Hoellwarth & amp; Moelter (2011) points out that when instructors change their physics class from traditional instruction into active learning, student learning increases 38 percentage points, from about 12% to over 50%, as measured by the Style Concept Inventory, which has become a standard measure of learning students in physics subjects.

In "What Are Active Learning Work? A Research Review", Prince (2004) finds that "there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning" in technical education.

Michael (2006), in reviewing the application of active learning to physiology education, found "more research in certain scientific teaching communities that support and validate new approaches to teaching that have been adopted."

In a 2012 report entitled "Engage to Excel", the US Presidential Advisory Board on Science and Technology (PCAST) explains how improved teaching methods, including involving students in active learning, will increase student retention and improve performance in STEM programs. One of the studies described in the report found that students in traditional lectures were twice as likely to leave the technique and were three times more likely to leave college entirely than students taught using active learning techniques. In another study cited, students in physics classes who use active learning methods learn twice more than those taught in traditional classrooms, as measured by test results.

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See also

• Design based learning
• Experimental learning
• Curious learning
• Learning environment
• Study room
• Oswego Movement
• School organizational model
• Sloyd

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References

Quote

The work cited

• Bonwell, C.; Eison, J. (1991). Active Learning: Creating Spirit in the AEHE-ERIC Higher Education Report Classroom No. 1 . Washington, D.C.: Jossey-Bass. ISBN: 1-878380-08-7.
• Chickering, Arthur W.; Zelda F. Gamson (March 1987). "The Seven Principles for Good Practice". AAHE Bulletin . 39 (7): 3-7.
• McKinney, K. (2010). "Active Learning, Illinois State University, Center for Teaching, Learning & Technology." Archived from the original on 2011-09-11.
• Cranton, P. (2012). Planning instruction for adult learners (3rd ed.).

Toronto: Walls & amp; Emerson.

• Brookfield, S. D. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco: Jossey-Bass.
• Bens, I. (2005). Understand participation. In Facilitate with ease! Key skills for facilitators, team leaders and members, managers, consultants, and trainers (2nd ed., Pp. 69-77). San Francisco: Jossey Bass.
• Radhakrishna R., Ewing J., and Chikthimmah N. (2012) Journal of NACTA. 56.3
• Bloom, B. (1956). Taxonomy of Educational Objectives: Classification of Educational Objectives. New York: McKay.

Martyn, Margie (2007). "Clickers in Class: Active Learning Approach". EDUCAUSE Quarterly (EQ) .. 30 (2)

Prince, M. (2004). What is Active Learning Work? Research Review. Journal of Technical Education, 93 (3), 223-232.

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External links

• Educational psychology in the classroom. An open source Wikibook related to learning as discussed in this article.
• Create an Active Lesson Work
• New Directions for Cooperative Education. ERIC Digest.
• Significant Element of Cooperative Learning in the Classroom. ERIC Digest.
• Active learning section of Geoff Petty's practical guide for improving teaching and learning.
• Platform for Active Learning (University of Hull). Includes example bank.
• Learn by teaching - by Jody Skinner
• Action-oriented learning lessons at vocational schools - Rainer Gerke, Ph.D. (University of Weimar)
• Learn English by Active Learning with AMA
• Shiralkar, Shreekant (2016). IT Through Experiential Learning . Mumbai, India: Apric. pp. 1-98 . Retrieved Nov 16 2016 . Ã,

Source of the article : Wikipedia