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Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Nature of active learning There are a wide range of alternatives for the term active learning and specific strategies, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. However, some students as well as teachers find it difficult to adapt to the new learning technique. There are intensive uses of scientific and quantitative literacy across the curriculum, and technology-based learning is also in high demand in concern with active learning. Barnes (1989) suggested principles of active learning: Purposive: the relevance of the task to the students' concerns. Reflective: students' reflection on the meaning of what is learned. Negotiated: negotiation of goals and methods of learning between students and teachers. Critical: students appreciate different ways and means of learning the content. Complex: students compare learning tasks with complexities existing in real life and making reflective analysis. Situation-driven: the need of the situation is considered in order to establish learning tasks. Engaged: real life tasks are reflected in the activities conducted for learning. Active learning requires appropriate learning environments through the implementation of correct strategy. Characteristics of learning environment are: Aligned with constructivist strategies and evolved from traditional philosophies. Promoting research based learning through investigation and contains authentic scholarly content. Encouraging leadership skills of the students through self-development activities. Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities. Cultivating a dynamic environment through interdisciplinary learning and generating high-profile activities for a better learning experience. Integration of prior with new knowledge to incur a rich structure of knowledge among the students. Task-based performance enhancement by giving the students a realistic practical sense of the subject matter learnt in the classroom. Teacher's characteristics in active learning A study by Jerome I. Rotgans and Henk G. Schmidt showed a correlation between three teachers' characteristics and students' situational interest in an active learning classroom. Situational interest is defined as "focused attention and an affective reaction that is triggered in the moment by environmental stimuli, which may or may not last over time" according to Hidi and Renninger. students' situational interest is inspired by three teacher traits as represented in the study. The three traits are social congruence, subject-matter expertise, and cognitive congruence: When a teacher is socially congruent which means that he/she has a harmonious interaction with the student, the positive relationship allows students to express their opinions and participate without fear of making mistakes. Also, students will ask questions when the topic is not clear; as a result, they become more interested in the classroom. Subject-matter expertise: When a teacher is an expert and has a broad knowledge of the subject being taught, students are expected to work harder and put more effort into their work. In contrast, If a teacher is less knowledgeable, students might lose interest in learning. Moreover, expert teachers are more helpful to their students in an effective way. This trait will positively impact student's success during the active learning process. Cognitive congruence: This happens when a teacher can simplify hard concepts and use simple terms, so students can easily understand the topic. The teacher guides the students in the learning process by asking questions and allowing students to share their thoughts without interruption. As a result, students will trust their ability to learn on their own and will develop an organized way of thinking about a topic. Therefore, they will be more engaged in an active learning classroom. Ensuring that all students are actively learning Total participation offers two major techniques for teachers to apply in their classrooms. These techniques motivate students and allow them to understand the learning materials deeply. The first helpful tool is asking students higher-order questions instead of lower-order questions. According to Bloom's Cognitive Taxonomy, a higher-order question will allow students to go beyond their basic knowledge, opening the door for their thinking to dive into new topics, and make connections related to real life. When students make these connections and analyze the topic that needs to be learned, the topic will become unforgettable. In contrast, lower-order questions are straightforward questions based on memorized facts or predictable conclusions. These types of questions may engage all students to participate but will not allow students to expa.... Discover the Persida Himmele popular books. Find the top 100 most popular Persida Himmele books.