Active Learning

Active Learning--FAQs

Definition:

Active learning is a process whereby students engage in learning activities, such as reading, writing, discussion, or problem solving that promote application, analysis, synthesis, and evaluation of new knowledge of class contents. In other words, students are the center role of the learning process.

Why "Active Learning"? --> Innovation in Teaching and Learning:

How does human mind work as engaging in learning? Learners perceive and process new information through two separate channels processing auditory/verbal input and visual/pictorial representation (Paivio's dual-coding theory and Baddeley's theory of working memory). Specifically, meaningful learning requires learners to pay attention to the presented materials (e.g., instructors' lectures or handouts), organize the perceive information into a structure that meaningfully connects to learners' prior experiences and exiting knowledge . However, this information-processing-system has limited capacity (Sweller's cognitive load theory). In order to achieve intended learning outcomes, learners need to actively engage in learning activities to remember what they have learned (Retention) and use the learned skills and knowledge to solve new problems (Transfer).

What can teachers do to facilitate "active learning"? There are any number of teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, reflective journal writing, and structured learning groups. By using "active learning" strategies, instructors can motivate students to engage in critical thinking and meaningful learning, promote retention and transfer of new information, and improved interpersonal skills.

Teaching Techniques:

Using active learning does not mean abandoning the lecture format. Lecturers who use active learning pause frequently during the period to give students a few minutes to work with the information they're providing. They may ask students to respond to a question, to summarize important concepts in discussion, or compare notes with a partner. For example, in order to introduce Ohm's Law (new knowledge) to students, a traditional lecturer may only verbally describe and explain the formula for Ohm's Law. However, a lecture utilizing active learning strategies may ask students to apply Ohm's Law to do problem-solving project or group discussion.

For example: concept mapping; case study

The following list is a description of some of the elements and examples of teaching techniques of "active learning":

University/Unit	URL/Link
Brown University	http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/interactive-classroom-activities
CDIO	Active_Learning_Handout .pdf
MIT Teaching & Learning Laboratory	http://tll.mit.edu/library/active-learning-part-ii-suggestions-using-active-learning-techniques-classroom-vol-xii-no-3
University of Minnesota-Twin Cities (Center for Teaching and Learning)	http://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/@ctl/documents/asset/ohr_asset_314707.pdf
Indiana University Bloomington	http://www.indiana.edu/~icy/document/active_learning_techniques.pdf
University of North Carolina at Chapel Hill (Center for Faculty Excellence)	http://cfe.unc.edu/pdfs/FYC2.pdf

How Effective are these teaching techniques in helping students achieve their learning outcomes?

In CDIO Program: a) Student self-report data indicate high student satisfaction with design-build experiences and workspaces that promote a sense of community among learners, and b) Longitudinal studies of students in CDIO programs are showing increases in program enrollment, decreasing failing rates particularly among female students, and increased student satisfaction with their learning experiences.