Telling Active Learning Pedagogies Apart: from theory to practice

Abstract

Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy's theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

“…As stressed by Loorbach, Peters, Karreman and Steehouder [61], the model formulated by Keller "has been used on countless occasions to implement motivation strategies for instruction materials-and to test their effects. Despite being originally designed to influence students' motivation within a traditional learning environment based on a face-to-face teacher-student interaction, this model has also been applied and thoroughly tested in contexts that require other adjustments, e.g., computer-assisted teaching and virtual or distance education".…”

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

“…Case-based learning is considered active and more learner-centered instruction (Cattaneo, 2017). Active learning is considered important and avoids common problems of conventional teaching such as passive learning that discourages motivation, and reduces competency to apply learning (Chung, 2001).…”

“…Active learning is thought to help develop self-directed learning and the ability to apply knowledge to address new problems that could be encountered in the clinic (Chung, 2001). Case-based learning is founded on the idea of reasoning through a case and applying the information to different contexts (Cattaneo, 2017). Previous knowledge is applied, results are learned, and new learning helps adapt prior knowledge and changes how future information might be viewed.…”

The Influence of Active Learning on the Concept of Mastery of Sains Learning by Fifth Grade Students at Primary School

“…This is reinforced by the opinion of Nelson and Crow (2014) explaining that "Active learning does not necessarily imply mental activity, students can be physically active and / or verbally active in a learning experience ...". In addition, research conducted by Cattaneo (2017) which states that, "... practice may find this discussion on active learning pedagogies, not only in comparing and concurrent pedagogies but also in recognizing their limitations to meet students' needs". Furthermore, research conducted by Patton (2015) states that "Much empirical evidence suggests that student outcomes improve with a more active learning approach, where the educator takes on a role of facilitator, taking into consideration students learning style, attention span and specific needs ".…”