The past decade has witnessed an explosion of interest among general and higher education teachers in the various teaching methods and styles collectively known as "Active Learning" and "Collaborative Learning." However, despite this interest, there remains a great deal of misunderstanding and pedagogical mistrust of the "movement" behind these terms. The majority of teachers still teach their classes using the traditional lecture method. Some criticism and hesitation stem from the idea that active and collaborative learning techniques are true alternatives to lectures rather than enhancements.

In this book, we present a survey of a wide range of active learning techniques that can be used to supplement and improve lectures, not replace them. We offer several examples of active classroom learning techniques used with small and large groups, and for all student levels. We do not advocate for the complete abandonment of lecturing; each of us still lectures for about half of the designated class time. The lecture is a very effective means of presenting information, but its use as the sole teaching method has presented problems for both teachers and students.

Learning lies in the active search for meaning by the learner—constructing knowledge rather than just passively receiving it, and shaping it as well as being shaped by experience. "Active Learning" is, in short, anything that students do in a classroom other than passively listening to an instructor's lecture. This includes everything from practice-based listening that helps students absorb what they hear, to short writing exercises where students interact with lecture content, to complex group exercises where students apply course content to "real-life" situations or new problems.

Analysis of research literature indicates that students must do more than just listen: they must read, write, research, discuss, participate in dialogue, or be engaged in problem-solving, and they must take responsibility for their learning. Active learning occurs when students are given the opportunity to take a more interactive relationship with the subject matter, encouraging them to generate knowledge rather than just receive it. In an active learning environment, teachers facilitate student learning rather than impose it. Most importantly, for a student to be "active," they must be engaged in higher-order thinking tasks such as analysis, synthesis, or evaluation.

• Author: Dr. Ramadan Mesad Badawi
• Number of Pages: 540
• Year of Publication: 2019
• Binding Type: Hardcover
• Edition: Second
• Print Color: Black & White
• Dimensions (cm): 17*24
• Weight (kg): 0.938
• Barcode: 9789957076344