Learning with the practitioners: defining and implementing active learning in higher education

Isaias, Pedro; Miranda, Paula; Pifano, Sara

http://hdl.handle.net/10400.2/16433

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Authors

Isaias, Pedro

Miranda, Paula

Pifano, Sara

Abstract(s)

Increased student engagement, development of high-order thinking skills, promotion of collaboration among students and enhanced reflection constitute some of the benefits commonly cited when advocating the use of active learning. As this learning strategy becomes increasingly more prevalent in higher education, it is important to reflect on how it is being implemented in practice. This paper draws on the experience of 338 university lecturers and examines thedefinition of active learning and how it is being implemented and assessed for effectiveness. Their views were manifested in two phases, firstly via an online questionnaire, and secondly through semi-structured interviews with a subsample of the initial questionnaire respondents. The results show that the participants have a multi-layered understanding of active learning and that they use mainly activities that promote group work, they follow specific design guidelines, and assess their experiences using mostly learning outcomes measurement instruments.

Keywords

Learning strategies Active learning Student engagement Survey

URI

http://hdl.handle.net/10400.2/16433

Citation

Isaias, P., Miranda, P. & Pifano, S. (2021). Learning with the practitioners: Defining and implementing active learning in higher education. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 519-528). United States: Association for the Advancement of Computing in Education (AACE).