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01-11-2007, 12:22 PM
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Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. Bonwell and Eison (1991) popularized this approach to instruction. This "buzz word" of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). In this report they discuss a variety of methodologies for promoting "active learning." However according to Mayer (2004) strategies like “active learning" developed out of the work of an earlier group of theorists -- those promoting discovery learning.
It has been suggested that students who actively engage with the material, are more likely to recall information later (Bruner, 1961) but this claim is not well supported by the literature (Mayer, 2004; Kirschner, Sweller, and Clark, 2006).
When should "active learning" based instruction be used?
The efficacy of active instructional techniques has been questioned in recently (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Certainly actively practicing procedural skills is a necessity for learning to be automated. But while these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity (Kirschner, Sweller, and Clark, 2006).
Should practice happen before, or even during initial learning? Unfortunately, some instructors develop unguided course activities and expect novice learners to learn from these experiences. Those promoting ‘Active learning’ strategies assume learners need little guidance. Guidance is a necessary part of instruction, and provides a more efficient learning experience for novice learners.
Self guided instruction is possible, but usually arduous and clumsy... and usually less than efficient (Sweller and Cooper, 1985). Sweller and Cooper found that those learners who studied worked examples performed significantly better than learners who actively solved problems (Sweller & Cooper, 1985; Cooper & Sweller, 1987). This was later called the "worked example effect" (Clark, Nguyen and Sweller, 2006). It relies upon strong guidance from the instructor, as opposed to the minimally guided situations, often found in "active learning" based instruction (Kirschner et al, 2006).
Active learning exercises
Bonwell and Eison (1991) suggest that learners work in pairs, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc. While it makes sense to use these techniques as a "follow up" exercise, it does not make sense to use them to introduce material. However it is suggested that instructors guide their students during the early stages of learning, and then later, let them practice their new learned skills or apply new information.
Active learning exercises are only suggested as a review of previously covered subject matter, and should only be used with students that already have a good understanding of the material. They should not be used as an introduction to new material. Examples of "active learning" activities include:
A class discussion may be held in person or in an online environment. Certainly all would agree that these discussions be held between prepared, knowledgeable participants.
A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions.
A short written exercise that is often used is the "one minute paper." This is a good way to review materials.
While practice is useful to reinforce learning, problem solving is not always suggested. John Sweller (1988) suggests solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples, because this is a more efficient method of schema acquisition. So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods.
Active learning and Policy
Kirschner, Sweller, and Clark (2006) suggest that fifty years of empirical data does not support those using active learning methods early in the learning process. Kirschner et al (2006) calls for those using these techniques to explain their actions in terms of empirical data. In the past few years Outcome-based education policy has begun to limit instructors to only using those techniques that have been shown to be effective. In the United States for instance, the No Child Left Behind Act requires those developing instruction to show evidence of its "effectiveness".
Policy may be satisfied by demonstrating the instructional effectiveness of active instruction. Rubrics (education) are a good way to evaluate "active learning" based instruction. These instructional tools can be used to describe the various different qualities of any activity. In addition, if given to the student, they can provide additional guidance
Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning on learners. Bonwell and Eison (1991) popularized this approach to instruction. This "buzz word" of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). In this report they discuss a variety of methodologies for promoting "active learning." However according to Mayer (2004) strategies like “active learning" developed out of the work of an earlier group of theorists -- those promoting discovery learning.
It has been suggested that students who actively engage with the material, are more likely to recall information later (Bruner, 1961) but this claim is not well supported by the literature (Mayer, 2004; Kirschner, Sweller, and Clark, 2006).
When should "active learning" based instruction be used?
The efficacy of active instructional techniques has been questioned in recently (Mayer, 2004; Kirschner, Sweller, and Clark, 2006). Certainly actively practicing procedural skills is a necessity for learning to be automated. But while these activities may be motivating for learners, these unguided situations can in fact leave learners less competent than when they began the activity (Kirschner, Sweller, and Clark, 2006).
Should practice happen before, or even during initial learning? Unfortunately, some instructors develop unguided course activities and expect novice learners to learn from these experiences. Those promoting ‘Active learning’ strategies assume learners need little guidance. Guidance is a necessary part of instruction, and provides a more efficient learning experience for novice learners.
Self guided instruction is possible, but usually arduous and clumsy... and usually less than efficient (Sweller and Cooper, 1985). Sweller and Cooper found that those learners who studied worked examples performed significantly better than learners who actively solved problems (Sweller & Cooper, 1985; Cooper & Sweller, 1987). This was later called the "worked example effect" (Clark, Nguyen and Sweller, 2006). It relies upon strong guidance from the instructor, as opposed to the minimally guided situations, often found in "active learning" based instruction (Kirschner et al, 2006).
Active learning exercises
Bonwell and Eison (1991) suggest that learners work in pairs, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc. While it makes sense to use these techniques as a "follow up" exercise, it does not make sense to use them to introduce material. However it is suggested that instructors guide their students during the early stages of learning, and then later, let them practice their new learned skills or apply new information.
Active learning exercises are only suggested as a review of previously covered subject matter, and should only be used with students that already have a good understanding of the material. They should not be used as an introduction to new material. Examples of "active learning" activities include:
A class discussion may be held in person or in an online environment. Certainly all would agree that these discussions be held between prepared, knowledgeable participants.
A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions.
A short written exercise that is often used is the "one minute paper." This is a good way to review materials.
While practice is useful to reinforce learning, problem solving is not always suggested. John Sweller (1988) suggests solving problems can even have negative influence on learning, instead he suggests that learners should study worked-examples, because this is a more efficient method of schema acquisition. So instructors are cautioned to give learners some basic or initial instruction first, perhaps to be followed up with an activity based upon the above methods.
Active learning and Policy
Kirschner, Sweller, and Clark (2006) suggest that fifty years of empirical data does not support those using active learning methods early in the learning process. Kirschner et al (2006) calls for those using these techniques to explain their actions in terms of empirical data. In the past few years Outcome-based education policy has begun to limit instructors to only using those techniques that have been shown to be effective. In the United States for instance, the No Child Left Behind Act requires those developing instruction to show evidence of its "effectiveness".
Policy may be satisfied by demonstrating the instructional effectiveness of active instruction. Rubrics (education) are a good way to evaluate "active learning" based instruction. These instructional tools can be used to describe the various different qualities of any activity. In addition, if given to the student, they can provide additional guidance