Reflective: students' reflection on the meaning of what is learned.Purposive: the relevance of the task to the students' concerns.īarnes (1989) suggested principles of active learning: There is intensive use of scientific and quantitative literacy across the curriculum, and technology-based learning is also in high demand in concern with active learning. However, some students as well as teachers find it difficult to adapt to the new learning technique. Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. Active learning is the opposite of passive learning it is learner-centered, not teacher-centered, and requires more than just listening the active participation of each and every student is a necessary aspect in active learning. The common factors in these are some significant qualities and characteristics of active learning. There are a wide range of alternatives for the term active learning, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. 2.1.2 Maxim II: Make and use associations.This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). They must read, write, discuss, and be engaged in solving problems.
They cite literature that indicates students must do more than just listen in order to learn. In a report from the Association for the Study of Higher Education (ASHE), authors discuss a variety of methodologies for promoting active learning. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that “by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills”. Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom create better academic outcomes for students.
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