Active Learning: Creating Excitement in the = Classroom. ERIC Digest.

From: Subject: Active Learning: Creating Excitement in the Classroom. ERIC Digest. Date: Mon, 17 May 2004 08:55:02 +0700 MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_000_0000_01C43BEC.A414E550"; type="text/html" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2800.1409 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C43BEC.A414E550 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.ericdigests.org/1992-4/active.htm Active Learning: Creating Excitement in the = Classroom. ERIC Digest.

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ERIC Identifier: ED340272
Publication Date: = 1991-09-00=20
Author: Bonwell, Charles C. - Eison, James A. =
Source:=20 ERIC Clearinghouse on Higher Education Washington DC.| George=20 Washington Univ. Washington DC.

Active Learning: Creating Excitement in the = Classroom.=20 ERIC Digest.

Research consistently has shown that traditional = lecture=20 methods, in which professors talk and students listen, dominate = college=20 and university classrooms. It is therefore important to know the = nature of=20 active learning, the empirical research on its use, the common = obstacles=20 and barriers that give rise to faculty members' resistance to = interactive=20 instructional techniques, and how faculty, faculty developers,=20 administrators, and educational researchers can make real the = promise of=20 active learning.=20

WHAT IS ACTIVE LEARNING AND WHY IS IT = IMPORTANT?

Surprisingly, educators' use of the term "active = learning"=20 has relied more on intuitive understanding than a common = definition.=20 Consequently, many faculty assert that all learning is inherently = active=20 and that students are therefore actively involved while listening = to=20 formal presentations in the classroom. Analysis of the research = literature=20 (Chickering and Gamson 1987), however, suggests that students must = do more=20 than just listen: They must read, write, discuss, or be engaged in = solving=20 problems. Most important, to be actively involved, students must = engage in=20 such higher-order thinking tasks as analysis, synthesis, and = evaluation.=20 Within this context, it is proposed that strategies promoting = active=20 learning be defined as instructional activities involving students = in=20 doing things and thinking about what they are doing.

Use of these techniques in the classroom is vital = because of=20 their powerful impact upon students' learning. For example, = several=20 studies have shown that students prefer strategies promoting = active=20 learning to traditional lectures. Other research studies = evaluating=20 students' achievement have demonstrated that many strategies = promoting=20 active learning are comparable to lectures in promoting the = mastery of=20 content but superior to lectures in promoting the development of = students'=20 skills in thinking and writing. Further, some cognitive research = has shown=20 that a significant numbe of individuals have learning styles best = served=20 by pedagogical techniques other than lecturing. Therefore, a = thoughtful=20 and scholarly approach to skillful teaching requires that faculty = become=20 knowledgeable about the many ways strategies promoting active = learning=20 have been successfully used across the disciplines. Further, each = faculty=20 member should engage in self-reflection, exploring his or her = personal=20 willingness to experiment with alternative approaches to = instruction.=20

HOW CAN ACTIVE LEARNING BE INCORPORATED IN THE=20 CLASSROOM?

The modification of traditional lectures (Penner = 1984) is=20 one way to incorporate active learning in the classroom. Research = has=20 demonstrated, for example, that if a faculty member allows = students to=20 consolidate their notes by pausing three times for two minutes = each during=20 a lecture, students will learn significantly more information = (Ruhl,=20 Hughes, and Schloss 1987). Two other simple yet effective ways to = involve=20 students during a lecture are to insert brief demonstrations or = short,=20 ungraded writing exercises followed by class discussion. Certain=20 alternatives to the lecture format further increase student level = of=20 engagement: (1) the feedback lecture, which consists of two = minilectures=20 separated by a small-group study session built around a study = guide, and=20 (2) the guided lecture, in which students listen to a 20- to = 30-minute=20 presentation without taking notes, followed by their writing for = five=20 minutes what they remember and spending the remainder of the class = period=20 in small groups clarifying and elaborating the material.

Discussion in class is one of the most common = strategies=20 promoting active learningmwith good reason. If the objectives of a = course=20 are to promote long-term retention of information, to motivate = students=20 toward further learning, to allow students to apply information in = new=20 settings, or to develop students' thinking skills, then discussion = is=20 preferable to lecture (McKeachie et al. 1986). Research has = suggested,=20 however, that to achieve these goals faculty must be knowledgeable = of=20 alternative techniques and strategies for questioning and = discussion=20 (Hyman 1980) and must create a supportive intellectual and = emotional=20 environment that encourages students to take risks (Lowman 1984).=20

Several additional strategies promoting active = learning have=20 been similarly shown to influence favorably students' attitudes = and=20 achievement. Visual-based instruction, for example, can provide a = helpful=20 focal point for other interactive techniques. In-class writing = across the=20 disciplines is another productive way to involve students in doing = things=20 and thinking about the things they are doing. Two popular = instructional=20 strategies based on problem-solving model include the case study = method of=20 instruction and Guided Design. Other active learning pedagogies = worthy of=20 instructors' use include cooperative learning, debates, drama, = role=20 playing and simulation, and peer teaching. In short, the published = literature on alternatives to traditional classroom presentations = provides=20 a rich menu of different approaches faculty can readily add to = their=20 repertoire of instructional skills.=20

WHAT ARE THE BARRIERS?

To address adequately why most faculty have not = embraced=20 recent calls for educational reform, it is necessary first to = identify and=20 understand common barriers to instructional change, including the = powerful=20 influence of educational tradition; faculty self-perceptions and=20 self-definition of roles; the discomfort and anxiety that change = creates;=20 and the limited incentives for faculty to change.

But certain specific obstacles are associated with = the use=20 of active learning including limited class time; a possible = increase in=20 preparation time; the potential difficulty of using active = learning in=20 large classes; and a lack of needed materials, equipment, or = resources.=20

Perhaps the single greatest barrier of all, = however, is the=20 fact that faculty members' efforts to employ active learning = involve=20 risk--the risks that students will not participate, use = higher-order=20 thinking, or learn sufficient content, that faculty members will = feel a=20 loss of control, lack necessary skills, or be criticized for = teaching in=20 unorthodox ways. Each obstacle or barrier and type of risk, = however, can=20 be successfully overcome through careful, thoughtful planning.=20

WHAT CONCLUSIONS SHOULD BE DRAWN AND = RECOMMENDATIONS=20 MADE?

The reform of instructional practice in higher = education=20 must begin with faculty members' efforts. An excellent first step = is to=20 select strategies promoting active learning that one can feel = comfortable=20 with. Such low-risk strategies are typically of short duration, = structured=20 and planned, focused on subject matter that is neither too = abstract nor=20 too controversial, and familiar to both the faculty member and the = students.

Faculty developers can help stimulate and support = faculty=20 members' efforts to change by highlighting the instructional = importance of=20 active learning in the newsletters and publications they = distribute.=20 Further, the use of active learning should become both the subject = matter=20 of faculty development workshops and the instructional method used = to=20 facilitate such programs. And it is important that faculty = developers=20 recognize the need to provide follow-up to, and support for, = faculty=20 members' efforts to change.=20

Academic administrators can help these initiatives = by=20 recognizing and rewarding excellent teaching in general and the = adoption=20 of instructional innovations in particular. Comprehensive programs = to=20 demonstrate this type of administrative commitment (Cochran 1989) = should=20 address institutional employment policies and practices, the = allocation of=20 adequate resources for instructional development, and the = development of=20 strategic administrative action plans.=20

Equally important is the need for more rigorous = research to=20 provide a scientific foundation to guide future practices in the=20 classroom. Currently, most published articles on active learning = have been=20 descriptive accounts rather than empirical investigations, many = are out of=20 date, either chronologically or methodologically, and a large = number of=20 important conceptual issues have never been explored. New = qualitative and=20 quantitative research should examine strategies that enhance = students'=20 learning from presentations; explore the impact of previously = overlooked,=20 yet educationally significant, characteristics of students, such = as=20 gender, different learning styles, or stage of intellectual = development;=20 and be disseminated in journals widely read by faculty.=20

In retrospect, it appears that previous classroom=20 initiatives and written materials about active learning have all = too often=20 been isolated and fragmented. The resulting pedagogical efforts = have=20 therefore lacked coherence, and the goal of interactive classrooms = has=20 remained unfulfilled. Through the coordinated efforts of = individual=20 faculty, faculty developers, academic administrators, and = educational=20 researchers, however, higher education in the coming decade CAN = make real=20 the promise of active learning!=20

SELECTED REFERENCES

Chickering, Arthur W., and Zelda F. Gamson. = March 1987.=20 "Seven Principles for Good Practice." AAHE Bulletin 39: 3-7. ED = 282 491. 6=20 pp. MF-01; PC-01.

Cochran, Leslie H. 1989. Administrative Commitment = to=20 Teaching. Cape Girardeau, Mo.: Step Up, Inc.=20

Hyman, Ronald T. 1980. Improving Discussion = Leadership. New=20 York: Columbia Univ., Teachers College Press.=20

Lowman, Joseph. 1984. Mastering the Techniques of = Teaching.=20 San Francisco: Jossey-Bass.=20

McKeachie, Wilbert J., Paul R. Pintrich, Yi-Guang = Lin, and=20 David A.F. Smith. 1986. Teaching and Learning in the College = Classroom: A=20 Review of the Research Literature. Ann Arbor: Regents of The Univ. = of=20 Michigan. ED 314 999. 124 pp. MF-01; PC-05.=20

Penner, Jon G. 1984. Why Many College Teachers = Cannot=20 Lecture. Springfield, Ill.: Charles C. Thomas.=20

Ruhl, Kathy L., Charles A. Hughes, and Patrick J. = Schloss.=20 Winter 1987. "Using the Pause Procedure to Enhance Lecture = Recall."=20 Teacher Education and Special Education 10: 14-18.=20

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This ERIC digest is based on a new full-length = report in the=20 ASHE-ERIC HIGHER EDUCATION REPORT series, prepared by the ERIC=20 Clearinghouse on Higher Education in cooperation with the = Association for=20 the Study of Higher Education, and published by the School of = Education at=20 the George Washington University. =

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Please note that this site is privately owned and is in no way = related to any=20 Federal agency or ERIC unit. Further, this site is using a = privately owned=20 and located server. This is NOT a government sponsored or government = sanctioned=20 site. ERIC is a Service Mark of the U.S. Government. This site exists to = provide=20 the text of the public domain ERIC Documents previously produced by = ERIC. =20 No new content will ever appear here that would in any way challenge the = ERIC=20 Service Mark of the U.S. Government.=20

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