Extending the constructs of active learning: implications for teachers' pedagogy and practice

Valerie Drew · Lorele Mackie

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Innovative Teaching Methods Education Pedagogy and Practices Innovative Teaching and Learning Methods

Abstract

Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.

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References

2004Does Active Learning Work? A Review of the Research 1991Active learning : creating excitement in the classroom 2010Inside the Black Box: Raising Standards through Classroom Assessment 2012The Taxonomy of Educational Objectives 1998Learning by doing : a guide to teaching and learning methods 2006Where's the evidence that active learning works?2008Good education in an age of measurement: on the need to reconnect with the question of purpose in education 2005Knowledge Building

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