Active Learning Defined

(SOURCE)  http://www.nwlink.com/~donclark/hrd/learning/active.html

Learning is often accomplished in a passive manner by having instructors or content transmitted to the learners for them to absorb. Where as active learning involves the learning by being engaged in the instructional process by means of such activities as exploring, analyzing, communicating, creating, reflecting, or actually using new information or experiences.

The Seven Principles for Good Practice in Undergraduate Education

 A group of scholars of higher education were asked for a set of principles that could improve learning. Their findings boiled down to one key concept, "Effective teachers demonstrate more implementation of learner-centered domains of practice than less effective teachers" (Fasko, Grubb, McCombs & McCombs, 1993)

From this study, Chickering and Gamson (1997) formulated The Seven Principles for Good Practice in Undergraduate Education:

1. Encourage contacts between students and faculty.
2. Develop reciprocity and cooperation among students.
3. Use active learning techniques.
4. Give prompt feedback.
5. Emphasize time on task.
6. Communicate high expectations.
7. Respect diverse talents and ways of learning.

Learner-Centered Principles

A set of Learner-Centered Principles for Training (Ellis, Wagner, & Longmire, 1999) were created to help with the learning process. They are based on the work of Barbara McCombs (1992):

• Learning does not occur in a vacuum. Learners discover and construct meaning from information and experience based on their unique perceptions, thoughts and feelings.
• More information doesn't necessarily mean more learning. Learners seek to create meaningful uses of knowledge regardless of the quantity and quality information presented.
• Learners link new knowledge to existing information in ways that make sense to them. The remembering of new knowledge is facilitated when it can be tied to a learner's current knowledge.
• Personality influences learning. Learners have varying degrees of self-confidence and differ in the clarity of their personal goals and expectations for success and failure.
• Learners want to learn. Individuals are naturally curious and enjoy learning, but personal insecurity and fear of failure often get in the way.
• Learners like challenges and are most creative when it is challenging and meets their individual needs.
• Learners are individuals. Not all learners are at the same stage of physical, intellectual, emotional, and social development. Learners also differ in their cultural backgrounds. Although the basic principles of learning apply to all learners regardless of these differences, trainers must take into account such differences between learners.
• The learning environment is important. Learners learn best in a friendly, socially interactive and diverse environment.
• Learners like positive reinforcement. Learning environments that support the self-esteem and respect of the individual learner tend to be more successful.
• Past experience matters. Personal beliefs and impressions from prior learning color the learners' world views and their approach to learning.