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Book part
Publication date: 20 November 2023

Nadia Yusuf

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the…

Abstract

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 10 no. 2
Type: Research Article
ISSN: 2077-5504

Book part
Publication date: 19 April 2018

Anastasia Misseyanni, Paraskevi Papadopoulou, Christina Marouli and Miltiadis D. Lytras

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the…

Abstract

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the capacity to respond to most of the challenges that institutions of higher education are facing in our time. In this chapter, we present active learning strategies used in STEM disciplines and we analyze the potential of active learning to redefine the value proposition in academic institutions. After providing the theoretical underpinnings of active learning as an evolving practice, an attempt is made to connect it with different learning theories and present an integrative model in which institutional strategies, learning strategy and information, and communication technologies work synergistically toward the development of knowledge and skills. We then present the results of a survey examining “stories” of active learning from the STEM disciplines, identifying good teaching practices, and discussing challenges and lessons learned. The key idea is that active engagement and participation of students is based on faculty commitments and inspiration and mentoring by faculty. We finally present a stage model for the implementation of active learning practices in higher education. Emphasis is put on a new vision for higher education, based on systematic planning, implementation, and evaluation of active learning methods, collaboration, engagement with society and industry, innovation, and sustainability, for a better world for all.

Book part
Publication date: 20 November 2023

Miltiadis D. Lytras

Active and transformative learning (ATL) challenges the new era of teaching and learning in higher education. In this chapter a systematic approach to ATL theories and…

Abstract

Active and transformative learning (ATL) challenges the new era of teaching and learning in higher education. In this chapter a systematic approach to ATL theories and methodologies is provided. Authors provide a unique methodological framework for the integration of active learning practices in modern higher education curricula. This chapter also provides an integrated context for the overall discussion of the phenomenon in the volume. The recent arrivals of new disruptive artificial intelligence-enabled technologies such as OpenAI, ChatGPT, DeepAI and others are only few aspects of a new challenging era for the teaching, learning, innovation and sustainability in the higher education.

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Keywords

Open Access
Article
Publication date: 20 April 2018

Anielson Barbosa Da Silva, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez and Francisco Ialyson Felipe Vasquez

The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student…

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Abstract

Purpose

The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems.

Design/methodology/approach

The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis.

Findings

The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning.

Practical implications

The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students.

Originality/value

The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.

Details

Revista de Gestão, vol. 25 no. 2
Type: Research Article
ISSN: 2177-8736

Keywords

Article
Publication date: 4 July 2016

Zeina Daouk, Rima Bahous and Nahla Nola Bacha

The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses…

1936

Abstract

Purpose

The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon.

Design/methodology/approach

Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed.

Findings

Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning.

Research limitations/implications

Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another.

Practical implications

Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process.

Originality/value

The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 20 November 2023

Fareeha Javed

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a…

Abstract

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

Content available

Abstract

Details

Active Learning Strategies in Higher Education
Type: Book
ISBN: 978-1-78714-488-0

Article
Publication date: 15 November 2019

Kathleen Campana and Naresh Kumar Agarwal

This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It…

1028

Abstract

Purpose

This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It also reviews the methods used, populations studied and places where such research was carried out and proposes a conceptual framework.

Design/methodology/approach

A scoping review methodology was used to provide initial, broad insight into the field of learning in low tech environments.

Findings

The study found that low tech was not a barrier when it came to effectiveness of pedagogy and learning. In addition, it became apparent that active learning strategies combined with no-tech, low-tech and high-tech resources and strategies can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered and community-centered.

Originality/value

The authors propose the framework for learning in low-tech, information-rich environments, which can be used by researchers, educators, practitioners and policymakers in environments with low technology, or in those with high technology seeking to transfer expertise and technology to these areas.

Details

Information and Learning Sciences, vol. 120 no. 11/12
Type: Research Article
ISSN: 2398-5348

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