Editing Active learning (section)

{{Short description|Educational technique}}
{{About|an educational technique|active learning in the context of machine learning|Active learning (machine learning)}}

'''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."{{sfn|Bonwell|Eison|1991}} {{Harvtxt|Bonwell|Eison|1991}} states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. 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". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in [[Problem solving|solving problems]]. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process."<ref>Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: David McKay Company.{{page needed|date=April 2021}}</ref> In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.<ref>{{cite journal |last1=Renkl |first1=Alexander |last2=Atkinson |first2=Robert K. |last3=Maier |first3=Uwe H. |last4=Staley |first4=Richard |title=From Example Study to Problem Solving: Smooth Transitions Help Learning |journal=The Journal of Experimental Education |date=1 January 2002 |volume=70 |issue=4 |pages=293–315 |doi=10.1080/00220970209599510 |s2cid=21032460 }}</ref>