Importance of Active Learning in the Academic Field - Literature review Example

Active Learning Name: Institution: Introduction Active learning is an approach to the process of learning which requires the teachers and their students to be engaged in course where there is active engagement in classwork (Bruff, 2009). The students in this platform are less involved in matters of passive listening but they are more involved in the practical aspects that define learning. These often included reading, discussion, demonstrating and writing information that is generated from the discussions (Domjan et al, 2010). This is an indication that less emphasis is put in the transmission of information as this minimizes the abilities of these students and their teachers to develop positive attitudes and values towards the education system (Green & Casale-Giannola, 2011). An additional aim of this approach to education stresses on the ability of the education system to motivate learners into engaging in a system where they can receive immediate feedback from their teachers and other students (Edmundson, 2006). Active learning is therefore an essential approach for both teachers and learners in the academic field because through its interactive nature students are not only able to share ideas but also engage in high order thinking which is characterized by analysis, synthesis and evaluation of concepts. The main objective of this paper is to engage in an in depth analysis of active learning in the academic field. This will be through a discussion on the importance of active learning and the possible considerations that can be used in boosting the efficiency of this approach to learning. Importance of active learning Active learning is based on the assumption that different student have different capacities and abilities in terms of understanding the concepts and skills. Active learning embraces both formal and visual based approach to learning. These approaches ensure that every student in a class has the opportunity of understanding and comprehending ion different factors (Chance & Krause, 2009). This is considered essential in the learning process because it is a way through which students are provided with a platform on which they can develop and improve on their levels of self-esteem. Through a high self-esteem student, also develop other associative attributes such as self-reliance, which has been considered instrumental in the life of a student even after their school years (Michael & Modell, 2003). One way through which a teacher ensures the development of high self-esteem among students is through role-playing where students assume the role of a teacher and leads the class in discussions (Settles, 2012). Active learning approach to education is a way through which the teacher with the help of the students are able to retrieve information from their memories instead engaging in a passive process where students simply recognize correct answers (Chance & Krause, 2009). For a teacher to ensure success in the implementation of active learning in a classroom setting, it would be important to provide student with a platform where they can demonstrate the concepts learnt in the academic field. One way through which a teacher can ensure that this process occurs is through engaging the students in practical exercises on the concepts and activities that have been accomplished by the teacher during class lessons (Michael & Modell, 2003). In addition, for an effective active learning process to ensure it will be important for the teacher to engage in the process of assessing his or her students in terms of their ability to demonstrate an understanding of the knowledge acquired (Young & Paterson, 2006). For learning to take place, it is often important for students to generate prior knowledge on different concepts and skills. Through this approach to learning, it will be easier for the teacher to engage his or her students into easy way of understanding of the concepts since the said students had conducted research before the class session. Through this approach to active learning, it is easier for the students to develop analytical and evaluative ways of thinking (Young & Paterson, 2006). An evaluative approach to thinking is considered as a way through which the students can initiate a process of engaging in research initiatives to identify existing gaps in different academic platforms. There are different ways by which a teacher can necessitate this approach to classwork. This includes the provision of assignments on the subsequent topics before the class sessions (Michael & Modell, 2003). This will prompt the students to engage in discussions amongst themselves and deliberate on possible solutions towards any problems related to class assignments. In addition, it would also be important for the teacher to divide his class into groups during assignments this will motivate students into taking personal initiatives towards the completion of assignments as a group or on individual basis (Settles, 2012). Essential considerations for realizing active learning Motivation The role of motivation is to increase the possibility that a behavior will be repeated. This can be done in numerous ways especially while preparing for an active-leaning session in a classroom. For students to feel motivated it would be essential for the teacher to develop a plan on how to introduce critical thinking motivators throughout the class session (Levine & Munsch, 2011). These motivators increase the possibility that a student will exercise high levels of participation in the class sessions. The main idea would involve the generation of questions that would arise in class sessions concerning specific topic areas. It is also the responsibility of the teacher to develop techniques through which those who answer or attempt to provide correct answers to the questions will be rewarded as a technique of encouraging other students to engage in the learning process and receive respective motivations (Kraiger, 2014). Pre-theoretic intuition quizzes for instance can be ways through which the teacher can develop questions that will help the student in identifying and assessing their views concerning their views on the topic of study (Keengwe et al, 2010). In addition, the incorporation of puzzles or paradoxes in the learning process has also been considered as essential approaches to the learning process. The development of a puzzle will motivate students to seek ways through which they can find solutions to challenges hence increasing their ability to participate in class sessions (Kraiger, 2014). Grouping Developing a strategy on how to ensure that students are in pair is also an approach to active learning that can be advantageous in the promotion of the learning process. Through this approach, it will be easier for students to share and critic individual ideas while allowing other to play a contributory role in the learning process (Keengwe et al, 2010). Grouping also provides students with a platform of expressing their values a developing argumentative skill as pairing makes it virtually impossible for students to avoid participating in a learning process and make each other accountable for their responses (Gurung et al, 2009). Grouping students during class sessions makes the learning process less monotonous and passive considering that it makes the class a discussion forum. Through these discussions, it will be easier for students are bound to develop different skills that are essential in their socialization process. For instance one of the reasons why students may fail in assignments and examination sis because of poor note taking skills (Levine & Munsch, 2011). Discussion session and grouping will provide a platform of sharing class notes. Such level of sharing will help the students in evaluating each other work with the objective of identifying loopholes in their works (Gurung et al, 2009). Cooperative learning exercises The efficiency of groups is only realizable in situations where the teacher poses questions that are to be answered as part of group work. Active learning through this approach can be demonstrated when these students, after an appropriate time of discussions, students are asked to share their answers with the rest of the class. The efficiency of the ensuing discussion is only possible if it is guided by a question answer technique (Keengwe et al, 2010). Active sessions of reviewing concepts that have been studied can also be considered as platforms for the teacher to ensure that the learning objectives have been achieved. During these sessions, the teacher is expected to pose questions to the class and the students are expected to work in groups to develop answers (Gurung et al, 2009). The students are then asked to dasher their answers with other groups and further discuss any differences in their solutions. Concept mapping is also an approach that can facilitate cooperative learning in a class situation. This involves a process where the teacher, through the help of the students, identifies the connections existing between different terms and concepts in the topic s that are to be covered (Levine & Munsch, 2011). Conclusion Active learning is an approach that helps the students acquire knowledge and skills through participating in the learning process. This form of participation is essential because it puts more emphasis on the development of skills and abilities that define the activities that students will undertake even after completing the responsibilities as defined in the curriculum. Through active learning, it is possible for the teacher to customize the class sessions in ways that will ensure that students are encouraged to think and evaluate their thoughts on selected topics. An evaluation approach to thinking is considered as a way through which the students can initiate a process of engaging in research initiatives to identify existing gaps in different academic platforms. Motivation plays a role in increasing the probability that a desirable behavior in learning will be repeated. This is possible through the provision of reinforcement in the form of rewards to help other students participate in the learning process. Recommendation It is important for teachers to accommodate active learning approach as a concept in their class sessions. This will increase the possibility that the learning process will be educative and intuitive. The use of different approaches that enhance student participation, such as grouping, puzzles and motivation in class work, can be essential in increasing the possibility that students will acquire skills and information that are essential in school and work life. It is important to sensitize teachers on the essence of active learning approach on education. This will increase the willingness of these teachers to incorporate different aspects that are unique to active learning in their lesson plans. References Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. San Francisco: Jossey-Bass. Chance, P., & Krause, M. A. (2009). Learning and behavior: Active learning edition. Belmont, CA: Wadsworth. Domjan, M., Grau, J. W., & Krause, M. A. (2010). The principles of learning and behavior. Australia: Wadsworth Cenage Learning. Edmundson, A. (2006). Globalized e-learning, cultural challenges. Hershey, PA [u.a.: Information Science Publ. Green, L. S., & Casale-Giannola, D. (2011). 40 active learning strategies for the inclusive classroom, grades K-5. Thousand Oaks: Corwin Press. Gurung, R. A. R., Chick, N. L., & Haynie, A. (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Sterling, Va: Stylus Pub. Keengwe, J., Onchwari, G., & Oigara, J. N. (2014). Promoting active learning through the flipped classroom model. Oxford university Press: Oxford Kraiger, K. (2014). The Wiley Blackwell handbook of the psychology of training, development, and performance improvement. Cambridge University Press: Cambridge Levine, L. E., & Munsch, J. (2011). Child development: An active learning approach. Thousand Oaks, Calif: SAGE. Michael, J. A., & Modell, H. I. (2003). Active learning in secondary and college science classrooms: A working model for helping the learner to learn. Mahwah: L. Erlbaum Associates. Settles, B. (2012). Active learning. S.l.: Morgan & Claypool. Young, L. E., & Paterson, B. L. (2006). Teaching nursing: Developing a student-centered learning environment. Philadelphia, Penns: Lippincott Williams & Wilkins. Read More