Active learning
Active learning is often referred to as any instructional method that engages students in the process learning. This involves direct engagement in tasks that require students to use the target content to achieve the stated learning objectives. The degree of interaction varies depending on the task selected, but the focus remains on placing the learner at the centre of the learning process. In contrast, passive learning occurs indirectly and is teacher-centred, lacking an interactive component.
Student-centred learning emphasises giving the learner control over the pace of the task and the ability to manipulate information, allowing them to contribute to their own learning. This approach provides students with both a voice and the means to take ownership of their learning.
Why?
Evidence suggests that active learning approaches promote student learning and is advantageous because it triggers cognition functioning and practical inquiry. As a result, it supports the students in retaining information and using higher-order thinking skills.
When activities are designed and structured to reinforce learning outcomes, active learning can improve student performance and assessment outcomes. Furthermore, there is evidence that suggests that active learning can promote a more inclusive environment for students while increasing individuals’ self-efficacy.
How?
Step 1
Consider the learning outcomes and how your activities will support a constructive alignment approach within the subject. This will help determine the complexity of the activity you choose and how you can relate it to future assessments in the subject.
Step 2
Reflect on the type of learners in your class to help determine what activities will best maximise their engagement. You should also reflect on your own strengths as a teacher and what past activities you have seen yield positive outcomes.
Step 3
Determine how you will facilitate your active learning strategies (i.e. online, face-to-face, blended delivery) and any resources and tools required for your approach.
Active learning tasks
Click to expand the sections below for examples of active learning activities arranged by complexity and time commitment. The following is adapted from Linse & Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015 and University of Michigan Center for Research on Learning and Teaching (CRLT).
Some examples of low complexity tasks, that require minimal preparation, include:
- Pausing during a lecture for 2–3 minutes to allow students to reflect on what they have learned.
- Eliciting understanding through concept checking questions.
- Eliciting questions from students.
- Brainstorming
- individually or in groups.
- Micro-writing tasks (e.g., “minute paper”).
- Think-pair-share.
- In-class reading followed by discussion in groups.
- In-class (short) video watching followed by discussion in groups.
Some examples of medium complexity tasks, that require some preparation, include:
- Students write an idea on a post-it note about a question, then have.
- The class sorts the questions into categories and discuss the categories before discussing the questions.
- Have students peer-review a paper or assignment and give each other feedback.
- Fishbowl Activity
- Students sitting in a circle ask questions, present opinions, and share information. Other students outside the circle listen, record ideas, document the process. Then the roles reverse.
- Pair Annotations
- Students pair up to review the same text and exchange notes/journals etc. for reading and reflection.
- Active Review
- Students discuss and review material or potential solutions to problems.
- Guided Reciprocal Peer Questioning
- Generate discussion among student groups about a specific topic or content area.
- Quiz to check student comprehension of the material.
- Individual and small group self-reflection.
- Group work: pairs, triads, or small groups.
- Using Slido, Active quiz and Padlet etc. in Moodle to answer questions.
Some examples of higher complexity tasks, that may require more preparation (based on the class) include:
- Students in small groups work cooperatively on a task, e.g., jigsaw reading activity.
- Inquiry-based learning.
- Distribute pertinent information and give students the flexibility to formulate their own problem instead of asking students to replicate one provided by the educator.
- Engage students in case-based learning.
- Students read and discuss complex, real-life scenarios that call on their analytical skills and decision-making.
- Engage students in problem-based learning.
- Students investigate an issue while developing and enhancing investigative, procedural, and communication skills.
- Role-play and simulations.
- Real-world problems or situations.
- Identify issues/problems, proposing possible solutions, work with the community to improve situations or solve problems.
Related information
- Constructive Alignment | L&T Hub article
- Using Padlet for multimodal collaboration | L&T Hub article
- Moodle Quiz | L&T Hub collection
- Creating opportunities for interaction using Slido | L&T Hub article
- Strategies for facilitating successful online discussion | L&T Hub article
References
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
How can you incorporate active learning into your classroom? (n.d.). Umich.edu. Retrieved May 11, 2023, from https://crlt.umich.edu/sites/default/files/resource_files/Active%20Learning%20Continuum.pdf
Kooistra, L., Updated, A. P., & Tobin, M. A. (n.d.). Active learning strategies for student engagement. Psu.edu. Retrieved May 11, 2023, from https://www.schreyerinstitute.psu.edu/pdf/Active_LearningStrategies_Handout_2022.pdf
Linse, A. R. (n.d.). Implementing Active Learning: Recommendations for Success. Psu.edu. Retrieved May 11, 2023, from https://www.schreyerinstitute.psu.edu/pdf/Strategies_for_Success_in_Active_Learning.pdf
Reflecting on your practice. (n.d.). Center for Research on Learning and Teaching (CRLT) - University of Michigan. Retrieved May 11, 2023, from https://crlt.umich.edu/active_learning_reflecting
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., 2nd, Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
