Journal of Education Administration and Policy Studies Vol. 2(6), pp.
77-82, July 2010
Available online at http://www.academicjournals.org/JEAPS
©2010 Academic Journals
Review
Active learning
Icy D’Silva
Department of Food Science, Ontario Agricultural College, University of Guelph, Guelph, Ontario N1G 2W1,
Canada. E-mail: [email protected]. Tel: 519-824-4120 ext. 54574. Fax: 519-824-6631.
Accepted 12 July, 2010
Active learning refers to models of instruction that focus the responsibility of learning on students by
allowing students to engage in learning that promotes higher-order thinking. Active learning involves
learner-centeredness, and occurs within the classroom, as well as outside the classroom. By active
learning, students not only become engaged with the ideas being communicated among themselves,
and between the students and the educator, but also process the information acquired, integrate the
newly acquired information with their prior knowledge, retain the integrated information over time and
subsequently transfer their learning to new situations. Scholarship of teaching and learning promotes
active learning. Active learning emphasizes deep learning, experiential learning, life-long learning, and
overall development. Strategically designed active learning is critical for the overall development of
graduate students towards life-long learning, and allows for a more enriching and encompassing
education.
Key words: Active learning, learner-centeredness, life-long learning.
INTRODUCTION
Active learning refers to models of instruction that focus become engaged with the ideas being communicated
the responsibility of learning on students by allowing among themselves, and between the students and the
students to engage in learning that promotes higher-order instructor, but also process the information acquired,
thinking. Strategically designed active learning is critical integrate the newly acquired information with their prior
for the overall development of graduate students towards knowledge, retain the integrated information over time
life-long learning (D’Silva et al., 2009). According to and subsequently transfer their learning to new
Meyers and Jones (1993), active learning is derived from situations.
two basic assumptions (1) that learning is by nature an Active learning involves learner-centeredness that
active endeavor and (2) that different people learn in “places the student in the drivers seat”. Learner-
different ways. Bonwell and Eison (1991) stated that centeredness maximizes student learning by an
during active learning, less emphasis is placed on trans- “authentic learning” mechanism that directly engages the
mitting information and more on developing students’ student through intrinsic inquiry allowing the student to
skills; students are involved in higher order thinking take ownership in the products of his/her education if they
(analysis, synthesis, evaluation); students are engaged in are applied to the benefit of others in socially con-
activities (e.g. reading, discussing, writing) and greater scientious ways (Newmaster et al., 2006). Active learning
emphasis is placed on students’ exploration of their own engages students towards love for learning and
attitudes and values. By active learning, students not only integrative reasoning. Self-assessment and reflection on
78 J. Edu. Admin. Pol. Stu.
what works and what needs improvement is the focus of and short opinion surveys; and brief small group discus-
active learning which improves transfer of learning to new sions on questions posed by the educator are some of
set-tings and events (Palinscar and Brown, 1984). the in-class methods that are used at the undergraduate
The basic elements of active learning are talking, level in Canadian universities (Knapper, 2007). Audio
listening, writing, reading and reflecting (Meyers and response systems or clickers offer a management tool for
Jones, 1993). A brief introduction of the topic of interest engaging students and in creating an active atmosphere
by the educator can be a valuable prelude to active in small classes, as well as in large classrooms (Caldwell,
learning. Allowing students to talk about their learning 2007). It has been reported that eighty percent of
allows them to talk through issues. Listening to other students’ time is occupied outside the classroom where
students as they talk through issues allows the students intentional or unintentional learning may occur (Wilhite
to clarify their personal thoughts. Writing clarifies thinking and Banset, 1999). As Knapper (2007) states, “One must
for the students, as well as for the educator. Through recognize that most learning takes place outside the
critical reading of the written material the students scan classroom when students have time to reflect, integrate
the material, identify important information, sort that infor- information from different sources and debate issues and
mation into categories and then prioritize the information. insights with colleagues.” It is this large proportion of time
Quiet time for critical reflection following reading is an that needs to be captured for active learning involving
important part of active learning. Critical reflection leads curricular and co-curricular/extra-curricular activities, to
to transformational learning (Mezirow, 1991) that enables en-sure a more complete and well-rounded education.
students to develop new assumptions and ways of seeing
the world (Cranton, 1994), as well as to develop
competence in communication (Adams et al., 2006). ACTIVE LEARNING AND THE SCHOLARSHIP OF
According to Prince (2004), active learning includes TEACHING AND LEARNING
collaborative learning (students work together in small
groups towards a common goal), cooperative learning The scholarship of teaching and learning seeks to both
(students pursue common goals while being assessed improve pedagogy at the post-secondary level and
individually) and problem-based learning (relevant enhance the level of effective teaching in higher
problems are introduced at the beginning of the education institutions (Servage, 2009). The scholarship of
instruction cycle and used to provide the context and teaching and learning stimulates active, not passive,
motivation for learning that follows). Active learning learning and encourages students to be critical, creative
strategies, such as experiential learning, inquiry based thinkers, with the capacity to continual learning. Scholar-
learning, role-playing and project work can be effective ship of teaching and learning has been actively studied
for quality learning and for a feeling of accomplishment and the results disseminated in the United States by the
that negates any demands on the student, educator or Carnegie Foundation for the Advancement of Teaching
organization. This review presents an overview of active (Bender 2005; Glassick et al., 1997; Huber and
learning. Hutchings, 2005). In Canada, the Society of Teaching
and Learning in Higher Education (STLHE) has adopted
the advancement of the scholarship of teaching and
ACTIVE LEARNING AND IN-CLASS/OUT-OF-THE- learning as one of its mandates which has grown in a
CLASSROOM LEARNING grassroots fashion on a campus by campus basis, has
launched the Canadian Journal of Teaching and Learning
Active learning can occur within the classroom, as well as and holds annual conferences on teaching and learning.
outside the classroom. Within the classroom, case Globally, the International Journal for the Scholarship of
studies, concept mapping, debates, puzzles and games, Teaching and Learning has been providing an inter-
such as jeopardy, energize the creativity of the learner. disciplinary forum for post-secondary level instructors and
Role-playing exercises can be used as learner-centered administrators to exchange ideas and practices since
active learning strategies within the classroom to facilitate 2007. The publication of Ernst Boyer’s Scholarship
students’ comprehension of challenging concepts. Reconsidered (1990) marked the beginning of what has
Successful students understand concepts and apply proved an enduring interest in the scholarship of teaching
them effectively. Active learning methods that include and learning (Bender, 2005; Kreber, 2005). The four-
encouraging accurate student note-taking by providing dimensional model of scholarship proposed by Boyer
incomplete handouts; demonstrations linked to inter- incorporates scholarships of discovery, integration,
pretive questions to be answered on the spot; quizzes application and teaching.
D’Silva 79
ACTIVE LEARNING AND DEEP LEARNING Experiential learning includes problem-based/case-based
learning, service learning, and community-based
Deep learning refers to the pursuit of meaning and under- learning. Schools in Ontario (Canada) and those
standing through intrinsic motivation. Active learning investing in the International Baccalaureate through-out
emphasizes deep learning through inquiry based the world are expected to complete a minimum number of
approach opposed to surface learning. According to experiential learning days in the outside community
Chalmers and Fuller (1995), active learning is one of the (Longworth, 2006).
key aspects besides motivation, interaction with others Problem-based/case-based learning is a method of
and acquiring a sound knowledge base, which University learning by which students encounter a problem followed
teachers must address to encourage students to choose by a systemic inquiry and reflection process (Barrows
a deep learning approach. Educators, classrooms, and and Tamblyn, 1980). Problem-based learning originated
the organization also play a role in deep learning (Astin, at McMaster University in Canada (Neufeld et al., 1989)
1993). By using Biggs Study Process Questionnaire to and is practiced in many medical schools all over the
test surface, achieving (strategic) and deep approaches world. A systematic investigation of the impact of
to learning in a sample of undergraduate students from problem-based learning by Murray and Summerlee
an inquiry based Bachelor of Health Sciences program, (2007) provides empirical data to demonstrate the
Donnan and Hecker (2008) have shown that the inquiry advantages of problem-based learning within a single
based approach may need to be re-evaluated to ensure undergraduate course, compared with other small group
authentic opportunities (small group work, guided inquiry experiences, and with traditional methods of first-year
of projects applicable to the area of study) and course delivery.
assessment methods for students to engage in deep Service-learning has emerged as a popular and power-
learning. ful educational philosophy and pedagogical approach that
The extent of learning can be tested through a variety advances student learning, engagement and community
of tests. Evaluations important to reflect on the educator’s improvement through integration of academic subject
teaching and to improve the educator’s teaching matter with applied social engagement and critical
effectiveness can come from self, students and/or peers. reflection. According to Eyler and Giles (1999), service
A carefully designed rubric allows for pro-viding feedback learning is a form of experiential education where
to the students by identifying the errors and providing learning occurs through a cycle of action and reflection as
specific written comments for improvement, as well as students work with others through a process of applying
allows for evaluating teaching effectiveness of the what they are learning to community problems and at the
educator. Many Canadian universities have embraced same time, reflecting upon their experience as they seek
the National Survey of Student Engagement (NSSE) to achieve real objectives for the community and deeper
sponsored by Indiana University as the preferred understanding and skills for themselves. More plainly,
indicator of teaching effectiveness. More than 1300 four- service learning involves a partnership between com-
year colleges and universities in the US and Canada munities and post-secondary institutions that focuses on
have participated in NSSE since it was first administered community-defined needs and on educator- and/or
in 2000 (http://nsse.iub.edu). The NSSE obtains, on an community-determined learning experiences and
annual basis, information on undergraduate student objectives for students (Campus Compact, 2002) who
participation in programs and activities that institutions engage in critical reflection about the social forces that
provide for their learning and personal development. The created the community need and about their social
information is used by institutions to identify aspects of responsibility to address that need (Stanton,1990). The
undergraduate experience inside and outside the Canadian Alliance for Community Service Learning
classroom that can be improved through changes in (2006) identified 30 separate institutions with 40 separate
policies and practices more consistent with good service learning initiatives, which represented a fairly
practices in undergraduate education. The information even split between curricular and co-curricular-based pro-
also benefits prospective students. grams. Chambers (2009) explored experiential education,
social learning, student development and liberatory edu-
cation in the continuum of service learning approaches,
ACTIVE LEARNING AND EXPERIENTIAL LEARNING thus offering a multi-level conceptual framework for
service learning that can guide decision making about
Experiential learning is a philosophy of education based service learning initiatives in Canadian post-secondary
on what Dewey (1938) called a “theory of experience.” education.
80 J. Edu. Admin. Pol. Stu.
Chambers’ study offers a basis for understanding how Longworth (2006) introduced the idea of the “learning
learning occurs within a social context (experiential ladder” wherein the steps of the ladder depicting the
education and social learning), how student participants various stages of human development in learning consist
are impacted, personally and educationally, by their of “data - information - knowledge - understanding –
involvement in service learning (student development) insight - wisdom,” each step of the ladder becoming wider
and how social change and social consciousness can and more difficult to achieve, a true reflection of the
occur through service learning (liberatory education). The world of learning.
continuum of approaches provides service learning
program planners, participants, policy-makers and
evaluators with the information they need to decide on ACTIVE LEARNING AND OVERALL DEVELOPMENT
the intentionality of their programs, related value and
requisite levels of support. Students need to determine their interests, abilities and
By participating in active learning, students develop key personalities to fully participate in the activities. Activities
skills for the future. Active learning strategies could take have an influence on the academic, social, physical and
the academic discourse into the community (Project on cognitive aspects of the individual. An active learning
Strong Foundations, 1994). A good example from the method such as music has been proven to have a strong
Strong Foundations report shows that a University of positive influence because it produces and develops
Hartford general education course on epidemics and skills needed for many academic processes, such as
AIDS promoted students to participate in a health critical thinking, and spatial intelligence which transfers to
campaign both on and off campus, facilitated guest high-level math and science (Kelstrom, 1998). It has
speakers to come to residence halls, allowed students to been reported that among high school students, regard-
teach and work off campus to raise AIDS awareness, less of the students’ background and prior achievement,
encouraged music students to perform concerts in an volunteering positively influenced student grades, course
AIDS hospice and allowed art students to auction their credits completed, attendance, behavior, and school
work to benefit the hospice. preparedness (Simon, 2001). By gaining an appreciation
of the differences in cultural expectations, classroom
learning can be facilitated and positive relationships can
ACTIVE LEARNING AND LIFE-LONG LEARNING be developed (Crabtree and Sapp, 2004).
Strategically designed active learning is a critical deter-
minant of the factual trends towards positive outcomes ACTIVE LEARNING AND GRADUATE EDUCATION
for life-long learning. Active learning induces active
mutual teaching through the acquisition of knowledge, Strategically designed active learning is critical for the
proactive attributes through becoming creative, and overall development of graduate students towards life-
interaction through increased communication, in addition long learning (D’Silva et al., 2009). Educational,
to positive outcomes such as increased performance and recreational, social and cultural activities both within and
an accompanied sense of well-being. Obtaining positive outside the classroom were strategically designed to be
outcomes does not imply that any such project is conflict- pivotal to active learning. The participation of University
free. Skilled educators not only need to plan effective of Guelph Food Science Graduate Students in
learning activities for their students, but more importantly strategically designed active learning resulted in active
need to be able to resolve conflicts (Chindarsi et al., mutual teaching, interaction, performance, effectiveness,
2002). volunteering and an accompanied sense of well-being,
University education emphasizes life-long learning as a thus providing a model for expansion and improvement
key component to satisfy the natural human urge to towards a more enriching and encompassing education.
know, to have hands-on experience and to communicate. Motivation increased the rate of participation in the
Life-long learning as defined by Longworth (2006) is the activities by the students and accelerated the positive
development of human potential through a continuously outcomes.
supportive process which stimulates and empowers An identical or similar study could be expanded to a
individuals to acquire all the knowledge, values, skills and larger section of students across disciplines within
understanding they will require throughout their lifetimes universities, across universities within Canada and
and to apply them with confidence, creativity and across the globe, both outside the classroom, as well as
enjoyment in all roles, circumstances and environments. within the classroom.
D’Silva 81
Integration of math and arts, food science and cultures, Campus Compact (2002). The new student politics: The Wingspread
statement on student civic engagement. Providence, RI.
service learning and businesses, internships and
Canadian Alliance for Community Service Learning (2006) Community
educational fields, as well as learning communities and service-learning in Canada: A scan of the field. Canadian Association
the outside world, are some examples of moving to a for Community Service Learning, Guelph, ON.
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Theory and Practice. Edith Cowan University, Perth, Western
Banset, 1999). Australia.
Chambers T (2009). A continuum of approaches to service learning
within Canadian post-secondary education. Can. J. Higher Educ., 39:
77-100.
CONCLUSION Chindarsi K, Spafford-Jacob H, Miller J (2002). How can we teach
students how to learn? In: A. Bunker and G. Swan (eds) Teaching
and Learning Forum 2002: Focusing on the Student
This review has presented an overview of active learning.
(http://www.ecu.edu.au).
Active learning refers to models of instruction that focus Crabtree R, Sapp D (2004). Your culture, my classroom, whose
the responsibility of learning on students by allowing pedagogy? Negotiating effective teaching and learning in Brazil. J.
students to engage in learning that promotes higher-order Studies Int. Educ., 8: 105-132.
Cranton (1994). Professional development as transformative learning.
thinking. Active learning emphasizes deep learning,
Jossey-Bass, San Francisco.
experiential learning, life-long learning, and overall deve- Dewey J (1938). Education and experience. Simon and Schuster, New
lopment. Active learning can occur within the classroom, York.
as well as outside the classroom where intentional or Donnan T, Hecker K (2008). A model of approaches to learning and
academic achievement of students from an inquiry based Bachelor of
unintentional learning may occur. The scholarship of Health Sciences program. Can. J. Higher. Educ., 38: 1-19.
teaching and learning stimulates active learning and D’Silva I, Hall JC, Mine Y (2009). Active Learning Strategies. J. World
encourages students to be critical, creative thinkers, with Univ. Forum, 2: 67-75.
the capacity to continual learning. Through active Eyler J, Giles DE Jr. (1999). Where’s the learning in service-learning,
Jossey-Bass. San Francisco.
learning, students become deep learners, and the extent
Glassick C, Huber M, Maeroff G (1997). Scholarship assessed.
of deep learning can be evaluated through a variety of Evaluation of the professoriate. Jossey-Bass, San Francisco.
tests. Active learning encompasses experiential learning Huber M, Hutchings P (2005). The advancement of learning: Building
which is a philosophy of education, and includes the teaching commons. Jossey-Bass, San Francisco.
Kelstrom JM (1998). The untapped power of music: Its role in the
problem-based/case-based learning, service learning,
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Kreber C (2005). Charting a critical course on the scholarship of
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for the overall development of graduate students towards communities. Routledge, Oxon, United Kingdom.
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