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Active learning

About: Active learning is a research topic. Over the lifetime, 42301 publications have been published within this topic receiving 1120603 citations.


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Journal ArticleDOI
TL;DR: Problem-based learning (PBL) as mentioned in this paper is an instructional method in which students learn through facilitated problem solving, where the teacher acts to facilitate the learning process rather than to provide knowledge.
Abstract: Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.

3,823 citations

Journal ArticleDOI
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

3,464 citations

Journal ArticleDOI
TL;DR: The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Abstract: The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.

3,459 citations

Journal ArticleDOI
TL;DR: The authors argue that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986).
Abstract: The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like \"situated cognition,\" \"distributed cognition,\" and \"communities of practice\" fill the air. Recent dialogue in Educational Researcher (Anderson, Reder, & Simon, 1996,1997; Greeno, 1997) typifies this discussion. Some have argued that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986). These new ideas about the nature of knowledge, thinking, and learning—which are becoming known as the \"situative perspective\" (Greeno, 1997; Greeno, Collins, & Resnick, 1996)—are interacting with, and sometimes fueling, current reform movements in education. Most discussions of these ideas and their implications for educational practice have been cast primarily in terms of students. Scholars and policymakers have considered, for example, how to help students develop deep understandings of subject matter, situate students' learning in meaningful contexts, and create learning communities in which teachers and students engage in rich discourse about important ideas (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993).

3,353 citations

01 Jan 2001
TL;DR: Parents and educators need to hear that video games are not the enemy, but the best opportunity the authors have to engage their kids in real learning.
Abstract: Digital Game-Based Learning, by Marc Prensky, is a strategic and tactical guide to the newest trend in e-learning - combining content with video games and computer games to more successfully engage the under-40 "Games Generations," which now make up half of America's work force and all of its students. The book fully explores the concept of Digital Game-Based Learning, including such topics as How Learners Have Changed, Why Digital Game-Based Learning Is Effective, Simulations and Games, How Much It Costs, and How To Convince Management. With over 50 case studies and examples, it graphically illustrates how and why Digital Game-Based Learning is working for learners of all ages in all industries, functions and subjects.

3,092 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202210
20211,432
20202,143
20191,900
20181,815
20172,444