Active Learning
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Active Learning
This monograph examines the nature of active learning at the higher education level, the empirical research on its use, the common obstacles and barriers that give rise to faculty resistance, and how faculty and staff can implement active learning techniques. A preliminary section defines active learning and looks at the current climate surrounding the concept. A second section, entitled "The Modified Lecture" offers ways that teachers can incorporate active learning into their most frequently used format: the lecture. The following section on classroom discussion explains the conditions and techniques needed for the most useful type of exchange. Other ways to promote active learning are also described including: visual learning, writing in class, problem solving, computer-based instruction, cooperative learning, debates, drama, role playing, simulations, games, and peer teaching. A section on obstacles to implementing active learning techniques leads naturally to the final section, "Conclusions and Recommendations," which outlines the roles that each group within the university can play in order to encourage the implementation of active learning strategies. The text includes over 200 references and an index. (JB)
Faculty Experiences in Active Learning
For decades, if not more, the pedagogy of choice for higher education was the lecture: students sat quietly in a large classroom, stared at the teacher while the teacher lectured about a subject some students knew nothing about. Students were discouraged from talking to fellow classmates and teachers, but were encouraged to take notes. However, with new technologies, including including computers, the internet, cell phones, smart devices, and social media, pedagogy has changed drastically. Students are now asked to multitask (listen, watch, read) not just take notes on the lecture. These changes require effective teaching pedagogy that engages multiple human technologies--speaking, hearing, responding, interacting, organizing, among others--a pedagogy that is called active learning. Faculty Experiences in Active Learning, a book authored by twenty-four faculty and administrators, works to ignite a culture of active learning in higher education at the University of North Carolina at Charlotte. UNC Charlotte has been working to become a national leader in active learning transformation since 2014. The University promotes the use of active learning pedagogy through a faculty community of practice called the Active Learning Academy and provides supporting spaces for active learning through construction and renovations of classrooms to be active learning centers. This book, authored by Active Learning Academy members, was written for higher education faculty and students planning to teach at the post-secondary level and is a guide for considering the diverse pathways that active learning can take based on student population, approach, discipline, and learning environment. The chapters in this book cover a range of topics on active learning: implementing logistics and strategies for getting started with active learning methods, using flipped classroom models, evaluating student engagement, addressing accessibility in active learning classrooms, and experimenting with adaptive academic technologies. Design patterns for planning active learning engagement in your classroom are provided along with examples of pitfalls that can occur with each activity and best practices for using activities successfully.
Deep Active Learning
This is the first book to connect the concepts of active learning and deep learning, and to delineate theory and practice through collaboration between scholars in higher education from three countries (Japan, the United States, and Sweden) as well as different subject areas (education, psychology, learning science, teacher training, dentistry, and business).It is only since the beginning of the twenty-first century that active learning has become key to the shift from teaching to learning in Japanese higher education. However, “active learning” in Japan, as in many other countries, is just an umbrella term for teaching methods that promote students’ active participation, such as group work, discussions, presentations, and so on.What is needed for students is not just active learning but deep active learning. Deep learning focuses on content and quality of learning whereas active learning, especially in Japan, focuses on methods of learning. Deep active learning is placed at the intersection of active learning and deep learning, referring to learning that engages students with the world as an object of learning while interacting with others, and helps the students connect what they are learning with their previous knowledge and experiences as well as their future lives.What curricula, pedagogies, assessments and learning environments facilitate such deep active learning? This book attempts to respond to that question by linking theory with practice.