Active Learning

Active learners tend to be more engaged with their work. Teachers can help make their students into active learners by encouraging them to think deeply through meaningful course activities.

Engaging the students in the learning process is a way to encourage your students to participate in deep learning and enhance their conceptual understanding. Active learning does not require big semester-long projects but can be something quick (less than 5 minutes) in the classroom to help your students to think about the content and process it on their own.

Here are a few example videos that highlight some of the benefits of Active Learning:

• From the student perspective: youtu.be/Saj-z_jhbQM
• About Demonstrations: youtu.be/K9g02vfJWGA
• Active Learning with Rich Felder: youtu.be/1J1URbdisYE
• Peer Instruction with Eric Mazur: youtu.be/wont2v_LZ1E

The Leonhard Center is always excited to help faculty think about how they can integrate Active Learning into their course. Contact us with any questions or to setup a consultation.

Resources

From within Penn State

• Schreyer Institute for Teaching Excellence: Tools and Resources: Search results for“Active learning”: www.schreyerinstitute.psu.edu/tools/?q=active%20learning
• Teaching and Learning with Technology: Active Learning (with Canvas): sites.psu.edu/pedagogicalpractices/active-learning/

Additional Resources:

• Felder, R.M., & Brent, R. (2009). Active Learning: An introduction. ASQ HigherEducation Brief, 2(4).
• Gonzalez, J.J. (2013). My journey with inquiry-based learning. Journal on Excellencein College Teaching, 24(2), 33-50.
• Pinder-Grover, T.A. (2013). Active Learning in Engineering: Perspectives from Graduate Student Instructors. In Proceedings of the 120th ASEE Annual Conference. Atlanta, GA: ASEE.
• Prince, Michael. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
• Prince, M.& Felder, R.M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research. Journal of Engineering Education, 95(2),123-138.