Advantages of Active Learning studytips student exam shorts

The Advantages of Active Learning Learning is a complex and dynamic process that involves more than just listening, reading, and memorizing. To achieve deeper and more meaningful learning outcomes, students need to actively engage with the material they are studying, rather than passively absorbing it. This essay will explain what active learning is, why it is beneficial for students, and how it can be implemented in different contexts. Active learning is a broad term that encompasses any instructional method that involves students in the learning process beyond passive reception of information. According to Brame (2016), active learning approaches promote skill development and higher order thinking through activities that might include reading, writing, discussion, problem-solving, experimentation, or application. Active learning is based on constructivist learning theory, which posits that students learn by connecting new information and experiences to their prior knowledge and experiences, allowing them to construct their own understanding of the concepts (Bransford et al., 1999). Active learning has many advantages for students, as it can enhance their academic performance, motivation, and retention of the material. Numerous studies across disciplines have shown that students who practice active learning perform better than those who do not (Freeman et al., 2014; Prince et al., 2004). Active learning strategies provide valuable opportunities for students to develop disciplinary skills and expertise, such as formulating questions, articulating ideas, analyzing evidence, and applying knowledge to different situations. Active learning also fosters interactions with peers, which can promote community and connection among students, as well as social constructivism, which emphasizes the importance of peer-to-peer interactions in learning (Vygotsky 1978). Moreover, active learning can increase student motivation and interest in the subject matter, as it allows them to take ownership of their learning and see its relevance to their lives. Finally, active learning can improve student retention of the material, as it involves deeper processing and metacognition, or thinking about one’s thinking (Brame, 2016). Active learning can be implemented in various ways, depending on the context and the goals of the instructor. Some examples of active learning strategies are: Think-pair-share: The instructor poses a question or a problem to the class and asks students to think about it individually for a few minutes. Then, students pair up with a partner and discuss their thoughts. Finally, some pairs share their ideas with the whole class. Classroom debate: The instructor divides the class into two groups and assigns them opposing positions on a controversial topic. Each group prepares arguments and evidence to support their position. Then, the groups engage in a structured debate in front of the class. Group work: The instructor assigns students to work in small groups on a task that requires collaboration and communication. The task could be a case study, a project, a problem set, or a simulation. The groups present their work to the class or submit it for evaluation. Flipped classroom: The instructor provides students with pre-recorded lectures or readings to review before class. During class time, the instructor engages students in active learning activities that reinforce and apply the concepts from the pre-class materials. Polling and clickers: The instructor uses an online tool or a device to pose questions to the class and collect their responses in real time. The instructor can use the results to gauge student understanding, provide feedback, or stimulate discussion. Active learning is an effective way to enhance student learning and engagement in any discipline. By involving students in the learning process beyond passive reception of information, active learning can help students develop skills, think critically, interact with peers, and retain knowledge. To implement active learning in your teaching, you can choose from a variety of strategies that suit your context and goals. References Brame C.J. (2016). Active Learning. Vanderbilt University Center for Teaching. Retrieved from https://teaching.berkeley.edu/resources/course-design-guide/active-learning Bransford J.D., Brown A.L., & Cocking R.R., eds. (1999). How People Learn: Brain, Mind Experience and School. Washington D.C.: National Academy Press. 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 Sciences111(23),8410–8415. Prince M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93(3), 223–231. Vygotsky L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge MA: Harvard University Press.

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