2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

Activelearning
FromWikipedia,thefreeencyclopedia

Activelearningisamodelofinstructionthatfocusestheresponsibilityoflearningonlearners.Itwas
popularizedinthe1990sbyitsappearanceontheAssociationfortheStudyofHigherEducation(ASHE)
report(Bonwell&Eison1991).Inthisreporttheydiscussavarietyofmethodologiesforpromoting"active
learning".Theyciteliteraturewhichindicatesthattolearn,studentsmustdomorethanjustlisten:They
mustread,write,discuss,orbeengagedinsolvingproblems.Itrelatestothethreelearningdomains
referredtoasknowledge,skillsandattitudes(KSA),andthatthistaxonomyoflearningbehaviourscanbe
thoughtofas"thegoalsofthelearningprocess"(Bloom,1956).Inparticular,studentsmustengageinsuch
higherorderthinkingtasksasanalysis,synthesis,andevaluation.[1]Activelearningengagesstudentsintwo
aspectsdoingthingsandthinkingaboutthethingstheyaredoing(BonwellandEison,1991).

Contents
1 Natureofactivelearning
1.1 ConstructivistFramework
2 Activelearningexercises
3 Useoftechnology
4 Researchevidence
5 Seealso
6 References
6.1 Citations
6.2 Workscited
6.3 Furtherreferences
7 Externallinks

Natureofactivelearning
Therearediverserangeofalternativesfortheterm"activelearning"likelearningthroughplay,technology
basedlearning,activitybasedlearning,groupwork,projectmethod,etc.theunderlyingfactorbehindthese
aresomesignificantqualitiesandcharacteristicsofactivelearning.Activelearningismorethanjust
listening,activeparticipationofeachandeverystudentisanecessaryaspectinactivelearning.Students
https://en.wikipedia.org/wiki/Active_learning

1/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

mustbedoingthingsandsimultaneouslythinkabouttheworkdoneandthepurposebehinditsothatthey
canenhancetheirhigherorderthinkingcapabilities.Manyresearchstudieshaveproventhatactivelearning
asastrategyhaspromotedachievementlevelsandsomeotherssaythatcontentmasteryispossiblethrough
activelearningstrategies.However,somestudentsaswellasteacher'sfinditdifficulttoadapttothenew
learningtechnique.[2]Activelearningshouldtransformstudentsfrompassivelistenerstoactive
participants,helpsthestudentunderstandthesubjectthroughinquiry,gatheringandanalyzingdatathrough
whichsolvinghigherordercognitiveproblems.Thereisintensiveuseofscientificandquantitativeliteracy
acrossthecurriculumandtechnologybasedlearningisalsoinhighdemandinconcernwithactive
learning.[3]Barnes(1989)[4][5]suggestedprinciplesofactivelearning:
1.Purposive:therelevanceofthetaskwiththestudents'concerns.
2.Reflective:students'reflectiononthemeaningofwhatislearnt.
3.Negotiated:negotiationofgoalsandmethodsoflearningbetweenstudentsandteachers.
4.Critical:studentsappreciatedifferentwaysandmeansoflearningthecontent.
5.Complex:studentscomparelearningtaskswithcomplexitiesexistinginreallifeandmaking
reflectiveanalysis.
6.Situationdriven:theneedofthesituationistakenintoconsiderationinordertoestablishlearning
tasks.
7.Engaged:reallifetasksarereflectedintheactivitiesconductedforlearning.
Activelearningrequiresappropriatelearningenvironmentthroughtheimplementationofrightstrategy.
Characteristicsoflearningenvironmentare:[6][7]
1.Alignedwithconstructiviststrategiesandevolvedfromtraditionalphilosophies.
2.Promotingresearchbasedlearningthroughinvestigationandcontainsauthenticscholarlycontent.
3.Encouragingleadershipskillsofthestudentsthroughselfdevelopmentactivities.
4.Creatingatmospheresuitableforcollaborativelearningforbuildingknowledgeablelearning
communities.
5.Cultivatingadynamicenvironmentthroughinterdisciplinarylearningandgeneratinghighprofile
activitiesforbetterlearningexperience.
6.Integrationofpriorknowledgewithnewonestoincurrichstructureofknowledgeamongthe
students.
7.Taskbasedperformanceenhancementbygivingthestudent'sarealisticpracticalsenseofthesubject
matterlearntintheclassroom.

ConstructivistFramework
Activelearningcoordinateswiththeprinciplesofconstructivismwhichare,cognitive,metacognitive,
evolvingandaffectiveinnature.Studieshaveshownthatimmediateresultsinconstructionofknowledgeis
notpossiblethroughactivelearning,thechildgoesthroughprocessofknowledgeconstruction,knowledge
recordingandknowledgeabsorption.Thisprocessofknowledgeconstructionisdependentonprevious
knowledgeofthelearnerwherethelearnerisselfawareoftheprocessofcognitionandcancontroland
regulateitbythemselves.[8]Thereareseveralaspectsoflearningandsomeofthemare:
1.LearningthroughmeaningfulreceptionbyDavidAusubel,heemphasizesonthepreviousknowledge
thelearnerpossessesandconsidersitaskeyfactortolearning
2.LearningthroughdiscoverybyJeromeBruner,wherestudentslearnthroughdiscoveryofideaswith
thehelpofsituationsprovidedbytheteacher.
3.Conceptualchange,misconceptionstakesplaceasthestudent'sdiscoverknowledgewithoutany
https://en.wikipedia.org/wiki/Active_learning

2/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

guidance,teacher'sprovideknowledgekeepinginmindthecommonmisconceptionsaboutthe
contentandkeepanevaluatorycheckontheknowledgeconstructedbythestudent's.
4.SocialConstructivismbyBanduraandVygotsky,collaborativegroupworkwithintheframeworkof
cognitivestrategieslikequestioning,clarifying,predictingandsummarizing.[9]

Activelearningexercises
BonwellandEison(1991)suggestedlearnersworkcollaboratively,discussmaterialswhileroleplaying,
debate,engageincasestudy,takepartincooperativelearning,orproduceshortwrittenexercises,etc.The
argumentis"whenshouldactivelearningexercisesbeusedduringinstruction?".Numerousstudieshave
shownthatintroducingactivelearningactivities(suchassimulations,games,contrastingcases,labs,..)
before,ratherthanafterlecturesorreadings,resultsindeeperlearning,understanding,and
transfer.[10][11][12][13][14][15][16][17]Thedegreeofinstructorguidancestudentsneedwhilebeing"active"may
varyaccordingtothetaskanditsplaceinateachingunit.Inanactivelearningenvironmentlearnersare
immersedinexperienceswithinwhichtheyareengagedinmeaningmakinginquiry,action,imagination,
invention,interaction,hypothesizingandpersonalreflection(Cranton2012).
Examplesof"activelearning"activitiesinclude
Aclassdiscussionmaybeheldinpersonorinanonlineenvironment.Discussionscanbeconducted
withanyclasssize,althoughitistypicallymoreeffectiveinsmallergroupsettings.Thisenvironment
allowsforinstructorguidanceofthelearningexperience.Discussionrequiresthelearnerstothink
criticallyonthesubjectmatteranduselogictoevaluatetheirandothers'positions.Aslearnersare
expectedtodiscussmaterialconstructivelyandintelligently,adiscussionisagoodfollowupactivity
giventheunithasbeensufficientlycoveredalready.[18]Someofthebenefitsofusingdiscussionasa
methodoflearningarethatithelpsstudentsexploreadiversityofperspectives,itincreases
intellectualagility,itshowsrespectforstudentsvoicesandexperiences,itdevelopshabitsof
collaborativelearning,ithelpsstudentsdevelopskillsofsynthesisandintegration(Brookfield2005).
Inaddition,byhavingtheteacheractivelyengagewiththestudents,itallowsforthemtocometo
classbetterpreparedandawareofwhatistakingplaceintheclassroom.[19]
Athinkpairshareactivityiswhenlearnerstakeaminutetoponderthepreviouslesson,laterto
discussitwithoneormoreoftheirpeers,finallytoshareitwiththeclassaspartofaformal
discussion.Itisduringthisformaldiscussionthattheinstructorshouldclarifymisconceptions.
Howeverstudentsneedabackgroundinthesubjectmattertoconverseinameaningfulway.
Therefore,a"thinkpairshare"exerciseisusefulinsituationswherelearnerscanidentifyandrelate
whattheyalreadyknowtoothers.Sopreparationiskey.Preparelearnerswithsoundinstruction
beforeexpectingthemtodiscussitontheirown.Ifproperlyimplemented,itsavesinstructortime,
keepsstudentsprepared,helpsstudentstogetmoreinvolvedinclassdiscussionandparticipationand
providecumulativeassessmentofstudentprogress.The"thinkpairshare"methodisusefulfor
teacherstohearfromallstudentseventhosewhoarequietinclass.Thisteachingmethodfunctions
asagreatwayforallthestudentsintheclasstogetinvolvedandlearntoworktogetherandfeel
comfortablesharingideas.Itcanalsohelpteachersorinstructorstoobservestudentsandseeifthey
understandthematerialbeingdiscussed.[20]Thisisnotagoodstrategytouseinlargeclassesbecause
oftimeandlogisticalconstraints(BonwellandEison,1991).Thinkpairshareishelpfulforthe
instructorasitenablesorganizingcontentandtrackingstudentsonwheretheyarerelativetothe
topicbeingdiscussedinclass,savestimesothathe/shecanmovetoothertopics,helpstomakethe
classmoreinteractive,providesopportunitiesforstudentstointeractwitheachother(Radhakrishna,
Ewing,andChikthimmah,2012).
Alearningcellisaneffectivewayforapairofstudentstostudyandlearntogether.Thelearningcell
https://en.wikipedia.org/wiki/Active_learning

3/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

wasdevelopedbyMarcelGoldschmidoftheSwissFederalInstituteofTechnologyinLausanne
(Goldschmid,1971).Alearningcellisaprocessoflearningwheretwostudentsalternateaskingand
answeringquestionsoncommonlyreadmaterials.Topreparefortheassignment,thestudentswill
readtheassignmentandwritedownquestionsthattheyhaveaboutthereading.Atthenextclass
meeting,theteacherwillrandomlyputthestudentsinpairs.Theprocessbeginsbydesignatingone
studentfromeachgrouptobeginbyaskingoneoftheirquestionstotheother.Oncethetwostudents
discussthequestion,theotherstudentwillaskaquestionandtheywillalternateaccordingly.During
thistime,theteacherisgoingaroundtheclassfromgrouptogroupgivingfeedbackandanswering
questions.Thissystemisalsoreferredtoasastudentdyad.
Ashortwrittenexercisethatisoftenusedisthe"oneminutepaper."Thisisagoodwaytoreview
materialsandprovidefeedback.Howevera"oneminutepaper"doesnottakeoneminuteandfor
studentstoconciselysummarizeitissuggestedthattheyhaveatleast10minutestoworkonthis
exercise.(Seealso:Quiz#Ineducation.)
Acollaborativelearninggroupisasuccessfulwaytolearndifferentmaterialfordifferentclasses.It
iswhereyouassignstudentsingroupsof36peopleandtheyaregivenanassignmentortasktowork
ontogether.Thisassignmentcouldbeeithertoansweraquestiontopresenttotheentireclassora
project.Makesurethatthestudentsinthegroupchoosealeaderandanotetakertokeepthemon
trackwiththeprocess.Thisisagoodexampleofactivelearningbecauseitcausesthestudentsto
reviewtheworkthatisbeingrequiredatanearliertimetoparticipate.(McKinney,Kathleen.(2010).
ActiveLearning.Normal,IL.CenterforTeaching,Learning&Technology.)Inordertocreate
participationanddrawonthewisdomofallthelearnerstheclassroomarrangementneedstobe
flexibleseatingtoallowforthecreationofsmallgroups(Bens,2005).
Astudentdebateisanactivewayforstudentstolearnbecausetheyallowstudentsthechanceto
takeapositionandgatherinformationtosupporttheirviewandexplainittoothers.Thesedebates
notonlygivethestudentachancetoparticipateinafunactivitybutitalsoletsthemgainsome
experiencewithgivingaverbalpresentation.(McKinney,Kathleen.(2010).ActiveLearning.
Normal,IL.CenterforTeaching,Learning&Technology.)
Areactiontoavideoisalsoanexampleofactivelearningbecausemoststudentslovetowatch
movies.Thevideohelpsthestudenttounderstandwhattheyarelearningatthetimeinanalternative
presentationmode.Makesurethatthevideorelatestothetopicthattheyarestudyingatthemoment.
Trytoincludeafewquestionsbeforeyoustartthevideosotheywillpaymoreattentionandnotice
wheretofocusatduringthevideo.Afterthevideoiscompletedividethestudentseitherintogroups
orpairssothattheymaydiscusswhattheylearnedandwritearevieworreactiontothemovie.
(McKinney,Kathleen.(2010).ActiveLearning.Normal,IL.CenterforTeaching,Learning&
Technology.)
Asmallgroupdiscussion"isalsoanexampleofactivelearningbecauseitallowsstudentsto
expressthemselvesintheclassroom.Itismorelikelyforstudentstoparticipateinsmallgroup
discussionsthaninanormalclassroomlecturebecausetheyareinamorecomfortablesetting
amongsttheirpeers,andfromasheernumbersperspective,bydividingthestudentsupmorestudents
willgetopportunitiestospeakout.Therearesomanydifferentwaysateachercanimplementsmall
groupdiscussionintotheclass,suchasmakingagameoutofit,acompetition,oranassignment.
Statisticsshowthatsmallgroupdiscussionsismorebeneficialtostudentsthanlargegroup
discussionswhenitcomestoparticipation,expressingthoughts,understandingissues,applying
issues,andoverallstatusofknowledge.[21]
Aclassgameisalsoconsideredanenergeticwaytolearnbecauseitnotonlyhelpsthestudentsto
reviewthecoursematerialbeforeabigexambutithelpsthemtoenjoylearningaboutatopic.
DifferentgamessuchasJeopardy!andcrosswordpuzzlesalwaysseemtogetthestudents'minds
going.(McKinney,Kathleen.(2010).ActiveLearning.Normal,IL.CenterforTeaching,Learning&
Technology.)
LearningByTeachingisalsoanexampleofactivelearningbecausestudentsactivelyresearcha
https://en.wikipedia.org/wiki/Active_learning

4/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

topicandpreparetheinformationsothattheycanteachittotheclass.Thishelpsstudentslearntheir
owntopicevenbetterandsometimesstudentslearnandcommunicatebetterwiththeirpeersthan
theirteachers.
GalleryWalkisalsoanexampleofactivelearningwherestudentsingroupsmovearoundthe
classroomorworkshopactivelyengagingindiscussionsandcontributingtoothergroupsandfinally
constructingknowledgeonatopicandsharingit.

Useoftechnology
Inordertohaveactivelearningexperience,useoftechnologytoolsandmultimediahelpsenhancethe
atmosphereoftheclassroom.Eachstudentwillbeactivelyengagedinthelearningprocess.Usingmovies
andgamestheteachercanmaketheexperiencemoreeffective.Thetheoreticalfoundationofthislearning
processare:
1.Flow:Flowisaconcepttoenhancethefocuslevelofthestudentaseachandeveryindividual
becomesawareandcompletelyinvolvedinthelearningatmosphere.Inaccordancewithone'sown
capabilityandpotential,throughselfawareness,studentswillperformthetaskathand.Thefirst
methodologytomeasureflowwasCsikszentmihalyi'sExperienceSampling(ESM).
2.LearningStyles:Acquiringknowledgethroughone'sowntechniqueiscalledlearningstyle.
Learningoccursinaccordancewithone'sownpotentialaseverychildisdifferentandhaspotentialin
differentareas.Itcaterstoallkindsoflearner's:visual,kinaesthetic,cognitiveandaffective.
3.LocusofControl:Oneswithhighinternallocusofcontrolbelievethateverysituationoreventis
attributabletotheirresourcesandbehavior.Oneswithhighexternallocusofcontrolbelievethat
nothingisundertheircontrol.
4.IntrinsicMotivation:Intrinsicmotivationisafactorthatdealswithselfperceptionaboutthetaskat
hand.Interest,attitudeandresultswillbedependentontheselfperceptionofthegivenactivity.[22]

Researchevidence
Numerousstudieshaveshownevidencetosupportactivelearning,givenadequatepriorinstruction.
RichardHake(1998)revieweddatafromover6000physicsstudentsin62introductoryphysicscoursesand
foundthatstudentsinclassesthatutilizedactivelearningandinteractiveengagementtechniquesimproved
25percentpoints,achievinganaveragegainof48%onastandardtestofphysicsconceptualknowledge,
theForceConceptInventory,comparedtoagainof23%forstudentsintraditional,lecturebased
courses.[23]
Similarly,Hoellwarth&Moelter(2011)[24]showedthatwheninstructorsswitchedtheirphysicsclasses
fromtraditionalinstructiontoactivelearning,studentlearningimproved38percentpoints,fromaround
12%toover50%,asmeasuredbytheForceConceptInventory,whichhasbecomethestandardmeasureof
studentlearninginphysicscourses.
In"DoesActiveLearningWork?AReviewoftheResearch,"Prince(2004)foundthat"thereisbroadbut
unevensupportforthecoreelementsofactive,collaborative,cooperativeandproblembasedlearning"in
engineeringeducation.[25]

https://en.wikipedia.org/wiki/Active_learning

5/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

Michael(2006),[26]inreviewingtheapplicabilityofactivelearningtophysiologyeducation,founda
"growingbodyofresearchwithinspecificscientificteachingcommunitiesthatsupportsandvalidatesthe
newapproachestoteachingthathavebeenadopted."
Ina2012reporttitled"EngagetoExcel,"[27]theUnitedStatesPresident'sCouncilofAdvisorsonScience
andTechnology(PCAST)describedhowimprovedteachingmethods,includingengagingstudentsinactive
learning,willincreasestudentretentionandimproveperformanceinSTEMcourses.Onestudydescribedin
thereportfoundthatstudentsintraditionallecturecoursesweretwiceaslikelytoleaveengineeringand
threetimesaslikelytodropoutofcollegeentirelycomparedwithstudentstaughtusingactivelearning
techniques.Inanothercitedstudy,studentsinaphysicsclassthatusedactivelearningmethodslearned
twiceasmuchasthosetaughtinatraditionalclass,asmeasuredbytestresults.

Seealso
OswegoMovement

References
Citations
1.Renkl,A.,Atkinson,R.K.,Maier,U.H.,&Staley,R.(2002).Fromexamplestudytoproblemsolving:Smooth
transitionshelplearning.JournalofExperimentalEducation,70(4),293315.
2.Bonwell,CharlesEison,James(1991).ActiveLearning:CreatingExcitementintheClassroom(PDF).
InformationAnalysesERICClearinghouseProducts(071).p.3.ISBN9781878380067.ISSN08840040.
3.Bean,JohnC.(2011).EngagingIdeas:TheProfessor'sGuidetoIntegratingWriting,CriticalThinkingand
ActiveLearningintheClassroom(2ed.).JohnWiley&Sons.p.384.ISBN9781118062333.
4.Barnes,Douglas.ActiveLearning.LeedsUniversityTVEISupportProject,1989.p.19.ISBN978187236400
1.
5.Kyriacou,Chris."ActiveLearninginSecondarySchoolMathematics".BritishEducationalResearchJournal18
(3):309318.
6.GrabingerandDunlap,R.ScottandJoannaC."Richenvironmentsforactivelearning:adefinition".Retrieved
25September2015.
7.Panitz,Theodore(19991200).COLLABORATIVEVERSUSCOOPERATIVELEARNINGACOMPARISON
OFTHETWOCONCEPTSWHICHWILLHELPUSUNDERSTANDTHEUNDERLYINGNATUREOF
INTERACTIVELEARNING(PDF).Eric.Retrieved25September2015.Checkdatevaluesin:|date=(help)
8.Anthony,Glenda(1996)."ActiveLearninginaConstructivistFramework".Jstor31(4).Retrieved24September
2015.
9.Rusbult,Craig."ConstructivismasaTheoryofActiveLearning".Retrieved25September2015.
10.Brant,G.,Hooper,E.,&Sugrue,B.(1991).Whichcomesfirst:Thesimulationorthelecture?Journalof
EducationalComputingResearch,7(4),469481.
11.Schwartz,D.L.,&Bransford,J.D.(1998).Atimefortelling.Cognitionandinstruction,16(4),4755223.
12.Kapur,M.,&Bielaczyc,K.(2011).Classroombasedexperimentsinproductivefailure.InProceedingsofthe
33rdannualconferenceofthecognitivesciencesociety(pp.28122817).
13.Kapur,M.(2010).Productivefailureinmathematicalproblemsolving.InstructionalScience,38(6),523550.
14.Kapur,M.(2008).Productivefailure.CognitionandInstruction,26(3),379424.
15.Kapur,M.(2012).Productivefailureinlearningtheconceptofvariance.InstructionalScience,40(4),651672.
16.Kapur,M.,&Bielaczyc,K.(2012).Designingforproductivefailure.JournaloftheLearningSciences,21(1),
4583.
17.Westermann,K.,&Rummel,N.(2012).Delayinginstruction:evidencefromastudyinauniversityrelearning
setting.InstructionalScience,40(4),673689.
https://en.wikipedia.org/wiki/Active_learning

6/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

18.McKeachie,W.J.,Svinicki,M.(2006).TeachingTips:Strategies,Research,andTheoryforCollegeand
UniversityTeachers.Belmont,CA.Wadsworth.
19.Weimer,Maryellen."10benefitsofgettingstudentstoparticipateinclassroomdiscussions".FacultyFocus.
FacultyFocus.Retrieved11March2015.
20.Robertson,Kristina(2006)."IncreaseStudentInteractionwith"ThinkPairShares"and"CircleChats" ".
colorincolorado.org.Retrieved5March2015.
21.Harmann,Kerstin."AssessingStudentPerceptionsofthebenefitsofdiscussionsinsmallgroup,largeclass,and
onlinelearningcontexts".eric.ed.gov.Retrieved10March2015.
22.Karahocaaetal.(2010)."Computerassistedactivelearningsystemdevelopmentforcriticalthinkinginhistory
ofcivilization".CypriotJournalofEducationalSciences.
23.Hake,R.R.(1998).Interactiveengagementversustraditionalmethods:Asixthousandstudentsurveyof
mechanicstestdataforintroductoryphysicscourses.AmericanjournalofPhysics,66,64.
24.Hoellwarth,C.,&Moelter,M.J.(2011).Theimplicationsofarobustcurriculuminintroductorymechanics.
AmericanJournalofPhysics,79,540.
25.Prince,M.(2004).Doesactivelearningwork?Areviewoftheresearch.Journalofengineeringeducation,93(3),
223231.
26.Michael,J.(2006).Where'stheevidencethatactivelearningworks?.AdvancesinPhysiologyEducation,30(4),
159167.
27.PresidentsCouncilofAdvisorsonScienceandTechnology.(2012).Engagetoexcel:Producingonmillion
additionalcollegegraduateswithdegreesinscience,technology,engineering,andmathematics.Retrievedfrom
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcastengagetoexcelfinal_feb.pdf

Workscited
Bonwell,C.Eison,J.(1991).ActiveLearning:CreatingExcitementintheClassroomAEHEERIC
HigherEducationReportNo.1.Washington,D.C.:JosseyBass.ISBN1878380087.
Chickering,ArthurW.ZeldaF.Gamson(March1987)."SevenPrinciplesforGoodPractice".AAHE
Bulletin39(7):37.
McKinney,K.(2010)."ActiveLearning.IllinoisStateUniversity.CenterforTeaching,Learning&
Technology".
Cranton,P.(2012).Planninginstructionforadultlearners(3rded.).
Toronto:Wall&Emerson.
Brookfield,S.D.(2005).Discussionasthewayofteaching:Toolsandtechniquesfordemocratic
classrooms(2nded.).SanFrancisco:JosseyBass.
Bens,I.(2005).Understandingparticipation.InFacilitatingwithease!Coreskillsforfacilitators,
teamleadersandmembers,managers,consultants,andtrainers(2nded.,pp.6977).SanFrancisco:
JosseyBass.
RadhakrishnaR.,EwingJ.,andChikthimmahN.(2012)NACTAJournal.56.3
Bloom,B.(1956).TaxonomyofEducationalObjectives:TheClassificationofEducationalGoals.
NewYork:McKay.

Furtherreferences
Martyn,Margie(2007)."ClickersintheClassroom:AnActiveLearningApproach".EDUCAUSE
Quarterly(EQ)30(2).
Prince,M.(2004).DoesActiveLearningWork?AReviewoftheResearch
(http://www.jee.org/2004/july/800.pdf).JournalofEngineeringEducation,93(3),223232.

Externallinks
https://en.wikipedia.org/wiki/Active_learning

7/8

2/23/2016

ActivelearningWikipedia,thefreeencyclopedia

Educationalpsychologyinclassroomsettings.AdevelopingopensourceWikibookrelatedto
learningasdiscussedinthisarticle.
MakingActiveLearningWork(http://www1.umn.edu/ohr/teachlearn/tutorials/active/index.html)
NewDirectionsforCooperativeEducation.ERICDigest.(http://www.ericdigests.org/2000
2/new.htm)
TheEssentialElementsofCooperativeLearningintheClassroom.ERICDigest.
(http://www.ericdigests.org/19951/elements.htm)
ActivelearningsectionofGeoffPetty'spracticalguideonimprovingteachingandlearning.
(http://www.geoffpetty.com/activelearning.html)
PlatformforActiveLearning(UniversityofHull)(http://www.hull.ac.uk/pal/).Includesbankof
examples.
LearningbyteachingbyJodySkinner
(http://www.developingteachers.com/articles_tchtraining/koblenz1_jody.htm)
ActionorientedlearningareateachingatvocationalschoolsRainerGerke,Ph.D.(Weimar
University)(http://en.rainergerke.net)
Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Active_learning&oldid=703469780"
Categories: Appliedlearning Educationaltechnology Curricula Philosophyofeducation
Educationalpsychology
Thispagewaslastmodifiedon5February2016,at18:54.
TextisavailableundertheCreativeCommonsAttributionShareAlikeLicenseadditionaltermsmay
apply.Byusingthissite,youagreetotheTermsofUseandPrivacyPolicy.Wikipediaisa
registeredtrademarkoftheWikimediaFoundation,Inc.,anonprofitorganization.

https://en.wikipedia.org/wiki/Active_learning

8/8