Active Learning

Active Learning Active Learning refers to the deep learning on the part of the students as they construct knowledge and create meaning from their surroundings. It is also known an umbrella term that implies to several models of instruction that focus the responsibility of learning on learners. Bonwell and Eison (1991) popularized this approach to instruction. In educational context applications of active learning range from focusing activities to cooperative structure to the active engagement thinking processes in the learning and application of knowledge. Active Learning is a process wherein students are actively engaged in building understanding of facts, ideas, and skills through the completion of instructor directed tasks and activities.

Colburn and Penick (1991) suggested the ways on how to create a cooperative classroom. The small groups of students consisting of only four members are assigned to finish a specific task. With this number, cooperative activities are fast and simple, since chances of incompatibility are lessened. Students should be cautioned to speak in a soft voice during the discussion or the brainstorming activity, therefore they not disturb members of the other group. Cooperative learning is a powerful classroom strategy which is not merely involving students working as groups. The essential feature of this approach is that the success of one student helps other students to be successful (Slavin, 1989). Students are concerned about the performance of all the group members; held individually accountable for their learning and given feedback on their performance. This helps other group members know to help and

The role of the instructor (known as the tutor in PBL) is to facilitate learning by supporting, guiding, and monitoring the learning process. The teachers must build students' confidence to take on the problem, and encourage the students, while also stretching their understanding. Problem-Based Learning represents a paradigm shift from traditional teaching and learning philosophy, which is more often lecture-based. The constructs for teaching Problem-Based Learning are very different from traditional classroom/lecture