Extending the constructs of active learning: implications for teachers' pedagogy and practice

By Valerie Drew, Lorele Mackie. 2011

106 citations recorded by the source corpus.

Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/dca753f04dd1d5913b0783cf13c9439b2c2b2189

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In Education

1. Laura Pylväs
2. Heta Rintala
3. Susanna Hartikainen
4. Petri Nokelainen

Citations in the corpus

• The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education (2019, background): “However, the authors of [24] note that, in some instances, active learning has been also understood as an approach to learning, therefore, focusing on a learning process instead of an instructional process.”