Ellis Hall Active Learning Classrooms Project

Ellis Hall

Active Learning Classrooms

Active Learning Classrooms

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Why do Active Learning?

Reviews of the literature (Prince, 2004; Michael, 2006) show extensive empirical support for active learning.

Several research studies demonstrate the positive impact active learning can have upon students learning outcomes:

  • Increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery (Anderson et al, 2005)
  • increased enthusiasm for learning in both students and instructors (Thaman et al., 2013)
  • Development of graduate capabilities such as critical and creative thinking, problem-solving, adaptability, communication and interpersonal skills (Kember & Leung, 2005)
  • improving students perceptions and attitudes towards information literacy (Deltor et al., 2012)
  • Check out the latest research on active learning featured in Active Learning in Higher Education.

Despite the wide range of positive benefits listed above, Michael (2006) articulates an important point: “active learning doesn’t just happen; it occurs in the classroom when the teacher creates a learning environment that makes it more likely to occur”. There are many active learning strategies for instructors to consider when they design their courses.