Active Teaching and Learning: The State of the Literature

2010 ◽  
Author(s):  
Jeffrey S. Lantis ◽  
Kent J. Kille ◽  
Matthew Krain
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Role Playing ◽  
Knowledge Retention ◽  
International Studies ◽  
Student Interest ◽  
Learning Approaches ◽  
Learning Program ◽  
Educational Objectives ◽  
Active Teaching

The literature on active teaching and learning in international studies has developed significantly in recent decades. The philosophy behind active teaching approaches focuses on the goal of empowering students and promoting knowledge retention through engagement and experiential learning. Teacher-scholars in many different disciplines have contributed to a wide and increasingly deep literature on teaching with purpose. They identify best practices, including the importance of designing exercises that have clear educational objectives, exploring examples and alternative ways of engaging students, detailing clear procedures, and implementing assessment protocols. Examples of popular and successful active teaching and learning approaches include teaching with case studies and problem-based learning in international studies, where students confront the complexities of an issue or puzzle, and reason through potential solutions. Other instructors employ structured debates in the classroom, where students are assigned common reading materials and then develop arguments on one side or another of the debate in order to critically examine issues. More teachers are engaging students through use of alternative texts like literature and films, where reading historical narratives, memoirs, or even graphic novels may help capture student interest and promote critical thinking and reflection. In addition, simulations and games remain very popular—from simple in-class game theory exercises to semester-long role-playing simulations of international diplomacy. Studies show that all of these approaches, when implemented with clear educational objectives and intentionality, can promote student learning, interest, and retention of knowledge and perspectives. Finally, teacher-scholars have begun to embrace the importance of assessment and thoughtful reflection on the effectiveness of active teaching and learning techniques for the international studies classroom. Evidence regarding the achievement of learning outcomes, or potential limitations, can help inform improvements in experiential learning program design for future iterations.

scholarly journals A “Pedagogy of Discomfort”? Experiential Learning and Conflict Analysis in Israel-Palestine

2019 ◽  
Vol 21 (1) ◽  
pp. 78-96
Author(s):  
Naomi Head
Keyword(s):  
Experiential Learning ◽  
International Relations ◽  
Social Transformation ◽  
Teaching And Learning ◽  
Olive Tree ◽  
Conflict Analysis ◽  
Learning Program ◽  
Pedagogy Of Discomfort ◽  
Affective Dimensions

Abstract A “pedagogy of discomfort” (Boler 1999) recognizes the degree to which epistemology, emotions, and ethics are closely entwined both within and beyond our classrooms shaping who, what, where, why, and when we can see. It recognizes not only the intellectual and cognitive focus of education but also its embodied and affective dimensions. A pedagogy of discomfort which engages with the historically, politically, and ideologically contested and the emotionally invested subject of Israel/Palestine offers one way to engage in the teaching and learning of conflict analysis, and to support the development of active and critical student-citizens. This article suggests that experiential learning can support the development of pedagogical discomfort and explores this in the context of the Olive Tree Initiative, a narrative-based and experiential learning program for undergraduate politics and international relations students that focuses on Israel/Palestine. Drawing on student testimony, this article explores the ways in which the program plays a role in challenging dominant social, political, and emotional beliefs in order to create possibilities for individual and social transformation. It also reflects on some of the challenges and limitations posed by this approach, and engages with questions of emotions, vulnerability, and ambiguity in and beyond the classroom.

scholarly journals Nigerian youths in a global world: Active music learning as a paradigm

2020 ◽  
Vol 15 (1) ◽  
pp. 227-244
Author(s):  
Ebele Veronica Ojukwu ◽  
Young-Sook Onyiuke
Keyword(s):  
Young People ◽  
Music Education ◽  
Teaching And Learning ◽  
Peer Group ◽  
Learning Approaches ◽  
Quality Teachers ◽  
Making Meaning ◽  
Active Teaching ◽  
Life Challenges ◽  
Global World

The young people belong to the largest peer group in history. They live in a rapidly changing world faced with many pressures and challenges and are ill-equipped to tackle their problems. Education is the bedrock of development but in a global world, it is bisected with myriads of problems ranging from poor teaching approaches to paucity of quality teachers and polluted learning environment. The teachers’ approaches should be able to prepare learners for challenges of the 21st century. This qualitative study is an attempt to explore the interactive approaches to music education in this era of information technology. This study which is anchored on constructivism theory argues that learning is a process of making meaning and that young people in this global world can develop their existing knowledge and understanding in music education through active interactive approaches to achieve deeper levels of understanding. It concludes by recommending that music teachers at all levels should brace themselves with the life challenges of Nigerian youths to develop in the students, life skills, entrepreneurial thinking and workforce. Keywords: Globalization, Youths, Music education, Entrepreneurship and Active teaching and learning approaches.

Remixing Approaches to Experiential Learning, Design, and Assessment

2020 ◽  
Vol 43 (2) ◽  
pp. 205-223
Author(s):  
William F. Heinrich ◽  
Patrick M. Green
Keyword(s):  
Experiential Learning ◽  
Experiential Education ◽  
Learning Theory ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Learning Approaches ◽  
Scholarly Personal Narrative ◽  
Qualitative Approaches ◽  
Mind Set

Background: Experiential learning approaches applied in classrooms are often disconnected from theory and loosely connected in classroom practice. Given critiques of experiential learning, there is a significant need for process learning theory with a practice-driven model. Scholars have only begun to explore the enhanced learning that often emerges from educative experiences designed with the fullness of experiential learning theory—designing with context, meaning-making, and assessment equal to the learning. Purpose: Through the lens of scholar-practitioner reflective inquiry, we propose a remixed approach to designing experiential learning. By shifting approaches to experiential education (EE), experiential educators benefit from planning with intentional design, instruction, learning, and assessment. Methodology/Approach: We chose to interrogate our practice and conduct a methodological investigation to explore our questions through a blend of qualitative approaches, including collaborative and narrative inquiry, scholarly personal narrative, and transpersonal research. We explore approaches to process theory of learning and other influences on experiential learning. Findings/Conclusions: A shift in approaches in experiential education will benefit educators and students, specifically by attending to holistic design, instruction, assessment, and learning with context in mind. We remix familiar components of known theories to highlight a unique experiential teaching and learning mind-set. Implications: We commence with a discussion of the remixed framework of the Design–Instruction–Assessment–Learning (DIAL) model that promotes high-quality experiences for learners and instructors.

scholarly journals GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING

2021 ◽  
Vol 20 (1) ◽  
pp. 119-133
Author(s):  
Moonika Teppo ◽  
Regina Soobard ◽  
Miia Rannikmäe
Keyword(s):  
Regression Analysis ◽  
Teacher Perceptions ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Science Learning ◽  
Student Interest ◽  
Learning Approaches ◽  
Equation Modelling ◽  
Teachers And Students ◽  
Teaching Learning

Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. Keywords: exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches

Experiential learning in “innovation for sustainability”

2018 ◽  
Vol 19 (7) ◽  
pp. 1204-1219 ◽  
Author(s):  
Adrian V. Ely
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
International Student ◽  
Education For Sustainable Development ◽  
Learning Approaches ◽  
Content Type ◽  
The Sustainable Development ◽  
Cultural Empathy ◽  
Analytical Skills

Purpose The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach. Design/methodology/approach Based on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories. Findings The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs. Originality/value These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

Profiling “Future Learners” to Design and Develop Teaching and Learning Based on Anticipated Future Needs

2020 ◽  
pp. 50-65
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Object ◽  
Learning Program ◽  
Learning Sequence ◽  
Technological Advances ◽  
Basic Biology ◽  
Near Term ◽  
Far Future

Who are future learners in higher education? In the simplest sense, these are the individuals who will experience a particular learning program, course, experiential learning sequence, or learning object at a later point in time, whether in the near-term, mid-term, or far-future. While learners are not thought to fundamentally change in terms of basic biology (at least not in the near- and mid-terms), future learners (in higher education) may be conceptualized as somewhat different from present-day learners based on various changing contextual factors: macro-level socio-cultural developments, subject domains, educational methodologies and practices, technological advances, workforce requirements, and other factors. This work explores some ways to operationalize the exploration of “future learners” in order to enhance the design of teaching and learning.

scholarly journals Online journalism education in Rwanda: students find value in the Experiential Learning Approach

2019 ◽  
Vol 3 (2) ◽  
pp. 84
Author(s):  
Joseph Njuguna ◽  
Margaret Jjuuko
Keyword(s):  
Experiential Learning ◽  
New Media ◽  
Digital Media ◽  
Teaching And Learning ◽  
Skills Training ◽  
Learning Approach ◽  
Journalism Education ◽  
Learning Approaches ◽  
Online Journalism ◽  
Multimedia Journalism

The digital age is reshaping media industries locally and globally, forcing media firms and media producers to master new media tools in order to remain competitive and employable. This technological revolution has had a marked impact on the structures and economic viability of media, necessitating media training institutions to rethink how they prepare future media professionals for work in the twenty-first century. In order to keep pace with these rapid technological changes, educational institutions have had to adjust journalism curricula to integrate online or multimedia journalism courses that build online competencies and the technological skills needed for graduates to flourish in digital media domains. Despite these efforts, industry players still decry the apparent unpreparedness of graduates, largely attributing this to the learning approach taken by universities.Quality skills training has been argued to ensure that learners can relate with real work life. However, in countries like Rwanda, little is known about whether these new strategies are fostering the knowledge, skills and professional dispositions needed to work in a country that is undergoing rapid technological and economic change. Drawing from experiential learning theory, this study uses five focus-group discussions from five Rwandan journalism schools to glean the views of final-year students on how trainers employ practical pedagogy to cultivate students’ online skills in readiness for employment. Findings reveal that students consider the experiential learning approaches to be essential to their perceived online readiness. These enhanced skills were achieved using digital scenarios relating to students’ future work environment. However, the perceived quality of this experience varied from trainer to trainer, based on a range of factors including their how students perceived the trainers’ attitudes towards new media, their perceived ability to teach the digital skills and the learners’ own digital experience and competence.   How to cite this article:  NJUGUNA, Joseph; JJUUKO, Margaret. Online journalism education in Rwanda: students find value in the Experiential Learning Approach. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 84-101, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=91&path%5B%5D=48   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

Sign in / Sign up

Export Citation Format

Share Document