ERIC ED336049: Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports.

121 Pages·1991·3 MB·English

by  ERIC

DOCUMENT RESUME
HE 024 886
ED 336 049
Bonwell, Charles C.; Eison, James A.
AUTHOR
Active Learning: Creating Excitement in the
TITLE
Classroom. 1991 ASHE-ERIC Higher Education
Reports.
Association for the Study of Higher Education.; ERIC
INSTITUTION
Clearinghouse on Higher Education, Washington, D.C.;
George Washington Univ., Washington, DC, School of
Education and Human Development.
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ISBN-1-878380-06-7; ISSN-0884-0040
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College Faculty; Cooperative Learning; Debate;
DESCRIPTORS
*Discussion (Teaching Technique); Dramatic Play;
*Experiential Learning; Faculty Development; Higher
Education; *Instructional Effectiveness; Large Group
Instruction; *Lecture Method; Peer Teaching; Role
Playing; *Teaching Methods; Visual Learning
*Arstive Learning
IDENTIFIERS
ABSTRACT
learning
This monograph examines the nature of active
research on its use, the
at the higher education level, the empirical
give rise to faculty resistance,
common obstacles and barriers that
active learning techniaues. A
and how faculty and staff can implement
looks at the current
preliminary section defines active learning and
section, entitled "The
climate surrounding the concept. A second
incorporate active
Modified Lecture" offers ways that teachers can
the lecture. The
learning into their most frequently used format:
conditions and
following section on classroom discussion explains the
Other ways to
techniques needed for the most useful type of exchange.
including: visual
promote active learning are also described
computer-based
learning, writing in class, problem solving,
role playing,
instruction, cooperative learning, debates, drama,
obstacles to
simulations, games, and peer teaching. A section on
leads naturally to the final
implementJmg active learning techniques
which outlines the roles
section, "Conclusions and Recommendations,"
play in order to encourage
that each group within the university can
strategies. The text includes
the implementation of active learning
index. (JB)
over 200 references and an
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Reproductions supplied by EDRS are the
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Active Learning:
Creating Excitement in the Classroom
by Charles C Bonwell and James A. Eison
ASHE-ERIC Higher Education Report Nr 1,1991
Prepared by
Clearinghouse on Higher Education
ERIC
The George Washington UniversiO)
In cooperation with
Association for the Study
ASI-1*
of Higher Education
Published by
The
School of Education and Human Development
egifton
The George Washington University
nye Ay
WASHINGTON DC
Jonathan D. Fife, Series Editor
Cite as
Learn-
A. Eison. 1991. Active
Bonwell, Charles C., and James
ASHE-ERIC Higher
in the Classroom.
ing; Creating Excitement
Washington, D.C.: The George
Education Report No. 1.
of Education and Human
Washington University, School
Development.
91-65608
Catalog Card Number
Library of Congress
ISSN 0884-0040
ISBN 1-878380-08-7
Hollister
Managing Editor: Bryan
Fishel, Editech
Manuscript Editor: Barbara
Maryland
David Brown, Rockville,
Cover design by Michael
indi-
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EXECUTIVE SUMMARY
Throughout the 1980s, numerous leaders in the field of higher
education (Cross 1987) and a series of national reports (Study
faculty
Group 1984) repeatedly urged college and university
students in the process of learn-
to actively involve and engage
ing. Despite the urgency of these calls, research consistently
has shown that traditional lecture methods, in which pro-
fessors talk and students listen, dominate ;:ollege and uni-
versity classrooms. It is therefore rtiportant to know the
its use,
nature of active learning, the empirical research on
the common obstacles and barriers that give rise to faculty
members' resistance to interactive instructional techniques,
edu-
and how faculty, faculty developers, administrators, and
cational researchers can make real the promise of active
learning.
What Is Active Learning and Why Is It Important?
Surprisingly, educators' use of the term "active learning" has
relied more on intuitive understanding than a common defi-
nition. Consequently, many faculty assert that all learning
is inherently active and that students are therefore actively
involved while listening to formal presentations in the cla,s-
literature (Chickering and Cam-
room. Analysis of the research
that s udents must do more
son 1987), however, suggests
than just listen: They must read, write, discuss, or be engaged
involved,
in solving problems. Most important, to be actively
students mast engage in such higher-order thinking tasks
evaluation. Within this context, it
as analysis, synthesis, and
learning be de-
is proposed that strategies promoting active
fined as instructional activities involving students in doing
things and thinking about what they are doing.
because
Use of these techniques in the classroom is vital
of their powerful impact upon students' learning. For exam-
ple, several studies have shown that students prefer strategies
promoting active learning to traditional lectures. Other re
search studies evaluating students' achievement have dem-
onstrated that many strategies promoting active learning are
comparable to lectures in promoting the mastery of content
but superior to lectures in promoting the development of
students' skills in thinking and writing. Further, some cog-
of indi-
nitive research has shown that a significant number
viduals have learning styles best served by pedagogical tech-
niques other than lecturing. Therefore, a thoughtful and
scholarly approach to skillffil teaching requires that faculty
Active Learning
become knowledgeable about the many ways strategies pro-
moting active learning have been successfully used across
the disdplines. Further, each faculty member should engage
willingness
in self-reflection, exploring his or her personal
approaches to instruction.
to experiment with alternative
How Can Active Learning Be Incorporated
In the Clamroom?
The modification of traditional lectures (Penner 1984) is one
learning in the classroom. Research
way to incorporate active
faculty memb-r
has demonstrated, for example, that if a
allows students to consolidate their notes by pausing three
studers will
times for two minutes each during a lecture,
learn significantly more information (Ruhl, Hughes, and
Schloss 1987). IWO other simple yet effective ways to involve
demonstrations
students during a lecture are to insert brief
writing exercises followed by class dis-
or short, ungraded
format further
cussion. Certain alternatives to the lecture
feedback lec-
increase students' level of engagement: (1) the
minilectures separated by a small-
ture, which consists of two
built around a study guide, and (2) the
group study session
guided lecture, in which students listen to a 20- to 30-minute
their writing
presentation without -king notes, followed by
le/ remember and spending the re-
for five minutes svfK
riod in small groups clarifying and
mainder of the class
elaborating ,,ae maten,
.
These approaches to modifying traditional lectures give
special case?"
rise to a common question: "Is the large class a
Although a commonly shared perception among faculty is
by stu-
that large classes preclude significant participation
1986). For
dents, the literature suggests otherwise (Frederick
example, a faculty member in a class of any size can instruct
with
students to write a brief response to a question, to pair
the left or right, and then to compare and
a partner seated on
contrast both responses.
strategies
Discussion in class is one of the most common
If the objectives
promoting active learningwith good reason.
of information,
of a course are to promote long-term retention
further learning, to allow students
to motivate students toward
settings, or to develop students'
to apply information in new
lecture
thinking skills, then discussion is preferable to
hcwever,
(McKeachie et al. 1986). Research has suggested,
knowledgeable
that to achieve these goals faculty must be
iV
of akerna ive techniques and strategies for questioning and
discussion (Hyman 1980) and must create a supportive intel-
lectual and emotional environment that encourages students
to take risks (Lowman 1984).
Several additional strategies promoting active learning have
been similarly shown to influence favorably students' attitudes
and achievement. Visual-based instruction, for example, can
provide a helpful focal point for other interactive techniques.
In-class writing across the disciplines is another productive
doing things and thinking about
way to involve students in
the things they are doing. Two popular inzuctional strategies
based on problem-solving models include the case study
method of instruction and Guided Design. Other active leam-
ing pedagogies worthy of instructors' use include cooperative
learning, debates, drama, role playing and simulation, and
short, the published literature on alternatives
peer teaching. In
provides a rich menu
to traditional classroom presentations
of different approaches faculty can readily add to their reper-
toire of instructional skills.
What Are the Barriers?
embraced
To address adequately why most faculty have not
first to iden-
recent calls for educational reform, it is necessary
tify and understand common barriers to instructional change,
including:
The powerful influence of educational tradition;
Faculty self-perceptions and selfdefinition of roles;
The discomfort and anxiety that change creates;
The limited incentives for faculty to change.
with the use of
But certain specific obstacles are associated
active learnicg:
The aificulty in adequately covering the assigned course
contf,At in the limited class time kivailable;
time;
A pissible increase in the amount of preparation
The difficulty of using active learning in large classes;
A lack of needed materials, equipment, or resources.
Perhaps the single greatest barrier of all, however, is the
efforts to employ active learning
ract that faculty members'
involve riskthe risks that students will not participate, use
,....61610
Active Learning
higher-order thinking, or learn sufficient content, that faculty
members will feel a loss of control, lack necessary skills, or
be criticized for teaching in unorthodox ways. Each obstacle
however, can be successfully over-
or barrier and type of risk,
thoughtful planning.
come through careful,
What Conclusions Should Be Drawn and
Recommendations Made?
The reform of instructional practice in higher education must
begin with faculty members' efforts. An excellent first step
is to select strategies promoting active learning that one can
feel comfortable with. Such low-risk strategie, are typically
of short duration, structured and planned, focused on subject
controversial, and
matter that is neither too abstract nor too
familiar to both the faculty member and the students.
Conversely, greater levels of risk occur when one or more
of these dimensions is altered. Faculty can successfully over-
barriers to the use of
come each of the major obstacles or
active learning by gradually incorporating teaching strategies
requiring more activity from students and/or greater risk into
their regular style of instruction.
Faculty developers can help stimulate and support faculty
members' efforts to change by highlighting the instructional
importance of active learning in the newsletters and pub-
lications they distribute. Further, the use of active learning
should become both the subject matter of faculty develop-
method used to facil-
ment workshops and the instructional
developers
itate such programs. And it is important that faculty
for,
recognize the need to provide follow-up to, and support
faculty members' efforts to change.
Academic administrators can help these initiatives by rec-
ognizing and rewarding excellent teaching in general and
the adoption of instructional innovations in particular. Com-
prehensive programs to demonstrate this type of adminis-
address:
trative commitment (Cochran 1989) shc .ild
Institutional employment policies and practices;
The allocation of adequate resources for instructional
development; and
plans.
The development of strategic administrative action
Equally important is the need for more rigorous research
guide future practices
to provide a scientific foundation to
vi
published articles on active
in the classroom. Currently, most
rather than empirical
learning have been descriptive accounts
either chronologically
investigations, many are out of date,
and a large number of important con-
or methodologically,
qualitative
ceptual issues have never been explored. New
and quantitative research should:
learning from
Examine strategies that enhance students'
presentations;
edu-
Explore the impact of previously overlooked, yet
students, such as
cationally significant, characteristics of
of intellectual
gender, different learning styles, or stage
development;
widely read by faculty.
Be disseminated in journals
classroom initiatives
In retrospect, it appears that previous
learning have all too often
and written materials ;-bout active
pedagogical
been isolated and fragmented. The resulting
and the goal of inter-
efforts have therefore lacked coherence,
unfulfilled. Through the coor-
active classrooms has remained
faculty developers, aca-
dinated efforts of individual faculty,
researchers, however,
demic administrators, and educational
real the
higher education in the coming decade can make
promise of active learning!
Active Learning
fl
ADVISORY BOARD
Alberto Calbrera
Arizona State University
Carol Ever ly Floyd
Board of Regents of the Regency Universities System
State of Illinois
L. Jackson Newell
University of Utah
Barbara Taylor
Association of Governing Boards of Universities and Colleges
J. Fredericks Volkwein
State University of New York-Albany
Bobby Wright
Pennsylvania State University
ix
Active Learning
n