Voices of Educators: Perspectives and Experiences Using Active Learning Models

Introduction

Learning does not just happen in a classroom, but everywhere and potentially at any time. In today’s higher education experiences there is a shift from the more traditional, lecture-focused classroom settings to a more student-centered environment that integrates knowledge from different disciplines and uses of information and communication technologies to strengthen learning. Much of the increase in interest and investment in active learning strategies is likely due to the substantial evidence demonstrating improved student success provided by increases in active learning engagements (Butler, Phillmann, & Smart, 2001; Freeman et al., 2014; Michael, 2006). Various learning styles and instructional delivery methods must be considered to encourage students to be actively engaged in the learning process. Students who can comprehend and be engaged in active learning throughout their educational journey are more likely to have had effective learning throughout their personal experiences within education. Active learning has the potential to transform the way educators teach and how students learn, furthermore, providing potential opportunities to expand the understanding of diversity within culture and social justice. “Active learning involves engaging students in higher order tasks, which is a crucial element of the movement toward learner-centered teaching” (Elliott, 2017, p. 38). Current research has shown that students value participating in engaging learning activities and also affirmed how active engagement positively impacts their learning (Wieman, 2014).

Numerous studies have demonstrated support for the claim that active learning increases student performance, which can lead to overall student success (Freeman et al., 2014). The prevailing method of instruction, that of lecturing, is often criticized for its failure to engage students in their own learning process (Butler et al., 2001). Active learning strategies are designed to encourage students to participate in learning by integrating new content within existing knowledge and experiences, improving understanding and retention (Bonwell & Eison, 1991; Chi, 2009). In its most recent annual report, “Higher Education’s Top 10 Strategic Technologies,” EDUCAUSE, an international leader in higher education learning technology leadership, found that active learning classrooms are the top technology investment across member institutions (Brooks, 2017). This finding reflects that colleges and universities have been increasing their development and construction of learning spaces designed to make the most of active learning techniques (Baepler, Walker, Brooks, Saichaie, & Petersen, 2016). Active learning is designed to fit at various levels of education; however, students in higher education settings are an optimal choice because they are more likely to have some experience with active learning due to their chosen field or employment choice. Many students matriculate through their college years receiving instruction with similar teaching methods such as lectures and discussions. Universities and institutions of higher learning are creating classrooms that are filled with elements designed to directly support an active learning environment. Creating these learning spaces that support active learning engagement is only a fraction of what is needed to successfully implement active learning practices to improve student success. Professors and university faculty/staff must be willing to adopt these techniques to support active learning in their courses. Throughout this chapter, we seek to define active learning, discuss models of active learning, explore active learning and professional development opportunities in higher education, and lastly explore the perspectives and experiences of educators, through surveys, that employ collaborative learning, problem and inquiry-based learning, and games and simulation activities, which are active learning approaches in higher education classrooms.