Sprint at a glance: Active learning

Sprint at a Glance: 2.B Active Learning

Active learning is an instructional approach that actively engages students in learning. It requires them to participate in meaningful learning activities and think about what they are doing. This contrasts with traditional passive learning, where students listen to lectures and take notes. Active learning in online instruction can take many forms, including group discussions, problem-solving sessions, case studies and interactive simulations.

Benefits of active learning

Implementing active learning strategies in your teaching practice offers numerous benefits:

1. Enhanced understanding and retention: Active learning encourages students to engage with the material more deeply, leading to better comprehension and longer retention of information. Students who apply concepts in practical scenarios are more likely to understand and remember them.

2. Development of critical thinking skills: Active learning activities often require students to analyze, synthesize and evaluate information. These activities help develop critical thinking and problem-solving skills, which are essential for success in both academic and professional settings.

3. Improved student engagement: By incorporating interactive elements into lessons, active learning makes the educational experience more engaging and enjoyable for students. This increased engagement can lead to higher levels of motivation and participation in the classroom.

4. Collaborative learning environment: Many active learning strategies involve group work and collaboration. This promotes a sense of community among students and helps them develop essential communication and teamwork skills.

5. Immediate feedback: Active learning allows for real-time feedback from instructors and peers. This immediate feedback helps students identify and correct misunderstandings quickly, promoting a more effective learning process.

The need to engage and motivate students

The benefits of active learning highlight the importance of not only employing these strategies but also ensuring that students are fully engaged and motivated. In today’s fast-paced, information-rich world, engaging and motivating students to take charge of their learning is crucial. Here’s why:

• Self-directed learning: Encouraging students to participate actively in their learning fosters self-directed learning habits. This autonomy helps students become lifelong learners, capable of independently acquiring new skills and knowledge.

• Intrinsic motivation: Active learning strategies can boost students’ intrinsic motivation by making learning more relevant and enjoyable. When students see the practical applications of their studies, they are more likely to be motivated to learn.

• Positive learning experience: Engaged and motivated students are more likely to have a positive learning experience, which can lead to better academic outcomes and greater achievement and satisfaction.

• Preparedness for the future: Active learning helps prepare students for real-world challenges by equipping them with critical thinking, problem-solving, and collaborative skills. These skills are invaluable in today’s dynamic and ever-changing job market.

Call to action

Ready to transform your teaching practice and make learning more engaging and effective for your students? Enroll in Missouri Online's sprint mini-course: 2.B Active Learning. This course will equip you with practical strategies and tools to implement active learning in your classroom, enhancing student engagement and academic success. Join us today and take the first step toward creating a more dynamic and interactive learning environment!

References

Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education, 13(3), 453-468.

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.

Haak, D.C., HilleRisLambers, J., Pitre, E., and Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213–1216.

Peterson, C., & Gorman, K (2014). Strategies to Address Common Challenges When Teaching in an Active Learning Classroom. New Directions for Teaching and Learning, 2014(137), 63-70. DOI: 10.1002/tl.20086.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93, 223-231.

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambew, N., Laboy Cintron, D., Cooper, J., Dunster, G., Grummer, J., Hennessey, K., Hsiao, J., Iranon, N., Jones II, L., Jordt, H., Keller, M., Lacey, M., Littlefield, C., Lowe, A., Newman, S., Okolo, V., Olroyd, S., Peecock, B., Picket, S., Slager, D., Cavides-Solis, I., Stanchak, K., Sundaravardan, V., Valdebenito, C., Williams, C., Zinsli, K., & 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, 117(12), 6476-6483.

Turpen, C., & Finkelstein, N. D. (2009). Not all interactive engagement is the same: Variations in physics professors’ implementation of peer instruction. Physical Review Special Topics-Physics Education Research, 5(2), 020101.

Created on September 6, 2024