Active Learning and Its Development of Students - Coursework Example

Name) (Instructor) (Institution) (Course code) (Date) Introduction to Active Learning There is no comprehensive definition of the term active learning. Many scholars argue that all learning is active in nature due to the perception that a person learns through activity. The terminology ‘active learning’ can be used to refer to a wide range of teaching approaches starting from the basic principle of asking questions in class to a complex problem-based learning practices. Active learning also encompasses models to practical experimental learning activities outside the confinements of the classrooms and educational institutional settings. According to Prince, (2004, pp. 223-231) there can be teaching with no learning and learning with no teaching as well. Active learning can, therefore, be described as a way of teaching that encompasses active involvement of students in the learning process. Active learning is perceived as a flexible way that encompasses experiential learning depicted by social justice, co-operation and the values of participation (Cavanagh, 2011, pp. 23-33). Active learning is more than basically notes taking from the teacher or tutor in the normal classroom or the completion of assignments and essays outside the normal timetabled lessons. The fundamentals features of active learning are student reflection, student engagement, student activity and the utilisation of higher order academic skills such evaluation, analysis and synthesis (Bot et al., 2005, pp.105-119). Methods/strategies of Active Learning There numerous ways of achieving active learning among students. Some of the strategies include problem-based learning, collaborative learning, and cooperative learning among others. Problem-based learning normally denoted as PBL is a teaching method where significant problems are introduced at the start of the learning cycle. This teaching strategy is meant to bring in the environment and inspiring for the learning that follows. This method is normally active and can either be cooperative or collaborative in nature. Problem-based learning normally encompasses substantial amount of self-directed learning on the student part (Worley, 2007, pp. 450-451). The tutors are supposed to support the students in the development of the ownership of the task or problem they should work on. The teachers normally empower the in the development of the process where the students can come up with their own solution.in problem-based learning, the students tested against alternative context. In this way, an environment where that supports students thinking is created. Collaborative learning is another form of active learning. This strategy refers to any teaching method where learners work together in small groups. They are driven towards a common objective. This method of learning is can be perceived to cover all group-based instructional methods such as in cooperative learning (Worley, 2007, pp. 450-451). In collaborative learning, students are required to have and gain skills that will enable them to interact socially. In this strategy, students learn through dialogues, discussions. The teachers also facilitate the students to learn through mutually shared reflections as well as encouraging them to work in a responsible cooperation with other students. Collaborative learning normally involves students working in small groups. Usually takes place after the learners have been introduced to learning materials like videos or other materials in class. The learners are able to teach one another by tackling misunderstandings and addressing fallacies Cooperative learning, on the other hand, can be described as an organised method of group work where learners pursue unified goals and objectives but assessed individually. This method exploits five specific principles. The five principles are regular self-assessment of team functioning, mutual interdependence, individual accountability, appropriate practice of interpersonal skills and promotive interaction (Worley, 2008, pp. 53-54). Think/Pair/Share is cooperative learning strategy. This method requires the students to summarise what they have learnt. The learners need to answer questions asked while being taught. The students are also required to think of how and why and when why can put the concepts learnt into practice. Works well in group discussions but the questions need to be pre-planned. Activities taking place in this method include brainstorming, integration of new information and application of what is learnt (Www1.umn.edu, 2015) Effectiveness of Active Learning in the classroom Several studies have shown that active learning improves students’ examination performance in comparison with lecturing. Various analyses have shown that active learning increase both performance and achievement across segments in education and other disciplines. The achievement was observed in all course levels, course types and class types. The performance increase has the potential to raise students’ grades by half a letter. The study also found out that under normal lecturing, the failure rates is 55% over the rates observed under active learning (Freeman et al., 2014, pp. 8810-8415). The studies further indicate that active learning is more successful in small classrooms which improves the performance on concept inventories (Taylor and Ku, 2011, pp. 41-48) Active learning is known to encompass active construction by the student. This is the central principle of ‘constructivism,’ a basic model in psychology and learning science. It is paramount to note that knowledge cannot be transmitted but must be created by the psychological activity of the students reinforces the modern day perspective on science education. With active learning, students are able to create meaning from the existing information and data and models that they have establishments. With the addition of new information, students are able to the link the newly acquired information with the existing one (Michael, 2006, pp. 159-167) The creation of meaningful active learning is aided by having many links between the existing store of information and the knowledge being acquired. Both pieces of information; old and new are amassed into psychological representations or models. One of the methods that have been proven to build useful psychological models is concept mapping. By the creation of many representation or models enables meaningful learning to take place. This helps achieve learning with understanding (Michael, 2006, pp. 159-167) Several studies have shown that people learn more with others unlike when they are learning alone (Weltman, 2007, p. 26). Currently, there are several ways of helping learners to work together and not learn individually. Strategies such a problem-based learning, collaborative learning, and cooperative learning are some of the ways to help learners learn together (Hirsh and Killion, 2009, pp. 464-469). Hirsh and Killion (2009) describe some of the useful approaches and their theoretical back up that explains so. (Capar and Tarim, 2015) published a meta-analysis of several pieces of research of cooperative learning methods. They came to a conclusion providing evidence of supporting cooperative learning leading to the attainment of positive achievement results Conclusion As observed, active learning is a terminology that incorporates a wide range of pedagogic methods that have been used in learning institutions over a long period of time. Active learning can be achieved through; problem-based learning, collaborative learning, and cooperative learning. There is concrete evidence to show that active learning is the best teaching method. It is of paramount important that active learning be adopted in learning institutions. This is because active learning encourages learners to be active in their life-long learning processes. Active learning will, therefore, promote the reflection and utilisation of higher order skills like evaluation, synthesis and analysis. Active learning is, therefore, the path to be followed. For active learning to be achieved, typical classrooms and lecture halls need to be modified. From the strategies given, the discussion is a popular method of promoting active learning. In order to promote and motivate learners towards further learning, discussions should be cultivated in the learning process. The discussions will also enable the learners to apply the information in a new environment. The same will also improve the learners’ thinking skills. For this reason, active learning should be the first step that all stakeholders need to take. Students who go through this system are able to evaluate their level of confidence and competence. They are able to develop certain attitude and skill such as action planning, teamwork and problem-solving References Bot, L., Gossiaux, P., Rauch, C. and Tabiou, S. (2005). ‘Learning by doing’: a teaching method for active learning in scientific graduate education. European Journal of Engineering Education, 30(1), pp.105-119. Cavanagh, M. (2011). Students' experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), pp.23-33. Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H. and Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp.8410-8415. Michael, J. (2006). Where's the evidence that active learning works?. AJP: Advances in Physiology Education, 30(4), pp.159-167. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), pp.223-231. Taylor, J. and Ku, H. (2011). Measuring active learning to predict course quality. Perf. Improvement Qrtly, 24(1), pp.31-48. Weltman, D. (2007). A comparison of traditional and active learning methods. Arlington: Thesis (Ph.D.)--The University of Texas, p.26. Worley, R. (2007). Active Learning Strategies, Part I. Business Communication Quarterly, 70(4), pp.450-451. Worley, R. (2008). Active Learning Strategies, Part 2. Business Communication Quarterly, 71(1), pp.53-54. Www1.umn.edu, (2015). Some Basic Active Learning Strategies. [online] Available at: http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/ [Accessed 5 Jun. 2015]. Read More