Editing Active learning (section)

==Nature of active learning==

There are a wide range of alternatives for the term ''active learning'' and specific strategies, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of [[passive learning]]; it is [[student-centered|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. 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.

Many research studies{{By whom|date=August 2018}}<ref name=":1">{{Cite journal |last=Roche |first=Maya |date=2016 |title=PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom |url=http://jcdr.net/article_fulltext.asp?issn=0973-709x&year=2016&volume=10&issue=12&page=JC06&issn=0973-709x&id=9015 |journal=Journal of Clinical and Diagnostic Research |volume=10 |issue=12 |pages=JC06–JC08 |doi=10.7860/JCDR/2016/21813.9015 |pmc=5296455 |pmid=28208882}}</ref> have proven that active learning as a strategy has promoted achievement levels and some others{{who|date=August 2018}} say that content mastery is possible through active learning strategies.<ref>{{cite journal |last1=Gleason |first1=Brenda L. |last2=Peeters |first2=Michael J. |last3=Resman-Targoff |first3=Beth H. |last4=Karr |first4=Samantha |last5=McBane |first5=Sarah |last6=Kelley |first6=Kristi |last7=Thomas |first7=Tyan |last8=Denetclaw |first8=Tina H. |title=An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes |journal=American Journal of Pharmaceutical Education |date=10 November 2011 |volume=75 |issue=9 |pages=186 |doi=10.5688/ajpe759186 |pmid=22171114 |pmc=3230347 }}</ref><ref>{{Cite journal |last=Roche |first=Maya |date=2016 |title=PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom |journal=Journal of Clinical and Diagnostic Research |volume=10 |issue=12 |pages=JC06–JC08 |url=http://jcdr.net/article_fulltext.asp?issn=0973-709x&year=2016&volume=10&issue=12&page=JC06&issn=0973-709x&id=9015 |doi=10.7860/JCDR/2016/21813.9015 |pmc=5296455 |pmid=28208882}}</ref> However, some students as well as teachers find it difficult to adapt to the new learning technique.{{sfn|Bonwell|Eison|1991|p=3}}

There are intensive uses of scientific and quantitative literacy across the curriculum, and technology-based learning is also in high demand in concern with active learning.<ref>{{cite book |last1=Bean |first1=John C. |title=Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom |date=2011 |publisher=John Wiley & Sons |isbn=978-1-118-06233-3 |edition=2 }}{{page needed|date=April 2021}}</ref>

Barnes (1989)<ref name=Active_Learning.ris>{{cite book |last1=Barnes |first1=Douglas |title=Active Learning |publisher=Leeds University TVEI Support Project, 1989 |isbn=978-1-872364-00-1 |pages=19 |year=1989 }}</ref><ref>{{cite journal |last1=Kyriacou |first1=Chris |title=Active Learning in Secondary School Mathematics |journal=British Educational Research Journal |volume=18 |issue=3 |pages=309–318 |jstor=1500835|year=1992 |doi=10.1080/0141192920180308 }}</ref> suggested principles of active learning:
# Purposive: the relevance of the task to the students' concerns.
# Reflective: students' reflection on the meaning of what is learned.
# Negotiated: negotiation of goals and methods of learning between students and teachers.
# Critical: students appreciate different ways and means of learning the content.
# Complex: students compare learning tasks with complexities existing in real life and making reflective analysis. 
# Situation-driven: the need of the situation is considered in order to establish learning tasks. 
# Engaged: real life tasks are reflected in the activities conducted for learning.

Active learning requires appropriate [[learning environment]]s through the implementation of correct strategy. Characteristics of learning environment are:<ref>{{cite journal|last1=Grabinger|first1=Scott|last2=Dunlap|first2=Joanna|year=1995|title=Rich environments for active learning: a definition|journal=Research in Learning Technology|volume=3|issue=2|pages=5–34|doi=10.1080/0968776950030202|doi-access=free}}</ref><ref>{{cite book |last1=Panitz, Theodore |title=Collaborative versus cooperative learning: a comparison of the two concepts which will help us understand the underlying nature of interactive learning |date=December 1999 |id={{ERIC|ED448443}} |citeseerx=10.1.1.457.3340 }}</ref>
# Aligned with constructivist strategies and evolved from traditional philosophies.
# Promoting research based learning through investigation and contains authentic scholarly content.
# Encouraging leadership skills of the students through self-development activities.
# Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities.
# Cultivating a dynamic environment through interdisciplinary learning and generating high-profile activities for a better learning experience.
# Integration of prior with new knowledge to incur a rich structure of knowledge among the students.
# Task-based performance enhancement by giving the students a realistic practical sense of the subject matter learnt in the classroom.