In simple terms, active learning can be thought of as a student-centered teaching style that allows the student to interact with the learning process rather than passively absorbing material. As we continue to navigate through the challenges of a global pandemic, including virtual learning, it is now more important than ever for educators to consider utilizing active learning methods. Teaching via a virtual platform leaves room for many disruptions. Learners may have chaos occurring around them at home, or they may turn off their camera and focus on something other than the lesson. Regardless of the cause, a way to better engage your audience is by incorporating active learning into your teaching.
A popular learning model that has helped facilitate the idea of active learning is Bloom’s taxonomy model. Bloom’s taxonomy utilizes three educational domains: cognitive (thinking), affective (emotional/feeling), and psychomotor (physical/kinesthetic).1 Specifically, within the domain of cognition, skills of application, analysis, synthesis, evaluation are applied to enhance the learner’s understanding of the material.2 Activities such as visual learning, cooperative learning, debates, drama, discussion, role-playing, and peer teaching can all be used to execute these strategies.2
There are many ways for educators to include active learning into their lessons. Online platforms such as Poll Everywhere and Kahoot provide simple ways to incorporate active learning. Questions can be asked prior to starting a lesson to assess the baseline knowledge of the learners. Alternatively, questions can be asked to reinforce concepts that are taught in class. A great method to accomplish this is by polling the audience with a multiple choice question after each learning objective reviewed. Another strategy for active learning is the use of discussion boards. Having students take their learning, whether independent reading or something taught in the classroom, to a further discussion amongst their peers is a great way to promote engagement. This is an excellent strategy for virtual learning, as it allows the student time to complete an activity around their own schedule.
Finally, the flipped classroom is becoming an increasingly popular method of active learning. The flipped classroom requires learners to complete an activity, typically assigned reading or a question-based assignment, prior to coming into the classroom. Once in the classroom, the learner should feel prepared to apply what they have learned to either a discussion, a case assignment, or a lecture that enhances the knowledge presented in the pre-classroom work. Learners may also be asked to educate their peers on the subject. This model is beneficial for educators, as having learners prepare in advance allows educators to dig deeper into the material in person and answer any questions the learners may have regarding the material. It is also great for students, as they are not simply memorizing notes they have taken from a lecture, but actually applying the information they have learned to confirm their understanding.
Studies have shown that learning tactics tapping into multiple sensory, cognitive, and emotional processes cause more extensive physical changes in the brain and improve retention of memory and recall abilities.3 Neuroscience tells us that as we activate more areas of the brain, we create more opportunities for the hippocampus to connect neurons, promoting a deeper connection to the material.3
As well, learners tend to have positive attitudes towards active learning. One study of undergraduate students from five courses that utilized an in-class and after-class activity approach revealed that the learners favored participating in active learning, and felt an impact on their education and experience.4 Another study of both undergraduate and graduate students found that active learning classroom environments increased student satisfaction compared to a traditional classroom format.5
In conclusion, the concept of active learning has both evolved over the years alongside technology and has proven benefits for the learner. In a time when society must heavily rely on technology to facilitate education, methods of active learning can be pivotal in achieving optimal outcomes from a lesson.
References:
- Bloom BS, Krath
- wohl DR. Taxonomy of educational objectives: the classification
of educational goals. Vol 1. London: Longmans and Green; 1956. 207 p.
- Khan
A, Egbue O, Palkie B, Madden J. Active learning: engaging students to
maximize learning in an online course. Electronic J
e-Learning [Internet]. 2017 [cited 2020 Sept 5];15(2):107-15. Available
from: https://eric.ed.gov/?id=EJ1141876
- Hoogendorn
C. The neuroscience of active learning [Internet]. New York (NY): City
University of New York; 2015 Oct 15. [cited 2020 Sept 5]. Available from: https://openlab.citytech.cuny.edu/writingacrossthecurriculum/2015/10/15/the-neuroscience-of-active-learning/
- Lumpkin A,
Achen RM, Dodd RK. Student perceptions of active learning. College Student
Journal [Internet]. 2015 [cited 2020 Sept 5];49(1):121-33. Available from:
https://www.ingentaconnect.com/content/prin/csj/2015/00000049/00000001/art00012
- Hyun J,
Ediger, Lee D. Students’ satisfaction on their learning process in active
learning and traditional classrooms. International Journal of Teaching and
Learning in Higher Education [Internet]. 2017 [cited 2020 Sept
5];29(1):108-18. Available from: https://eric.ed.gov/?id=EJ1135821
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