Teaching & Learning Tips 3: Active learning strategies

Nursing students historically have struggled to learn a large amount of content in a short period of time. Reliance on intense memorization of endless facts from multiple textbook chapters is ineffective, exhausting, and generally does not result in knowledge retention. Nursing educators face the challenge of facilitating learning that promotes critical thinking through the use of strategies that actively engage the students. Creating an environment of learning where students come prepared to class and use the textbook material to enhance understanding and knowledge acquisition is imperative. This article presents active learning strategies that are flexible for varying class sizes, time availability, and topics. Classroom assessment techniques support the value of this teaching-learning approach.

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Fostering Active Learning Strategies Demonstrations through Multi Modal Teaching Learning

Refleksi Pembelajaran Inovatif ◽

10.20885/rpi.vol1.iss1.art6 ◽

2019 ◽

Vol 1 (1) ◽

pp. 67-82

Author(s):

Siska Sulistyorini

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Active Learning Strategies ◽

Teaching Learning

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Perceptions on the effectiveness of active learning strategies

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-05-2015-0037 ◽

2016 ◽

Vol 8 (3) ◽

pp. 360-375 ◽

Cited By ~ 8

Author(s):

Zeina Daouk ◽

Rima Bahous ◽

Nahla Nola Bacha

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Teaching Effectiveness ◽

Learning Context ◽

Education Students ◽

Tertiary Institution ◽

Content Type ◽

Lecture Method ◽

Active Learning Strategies ◽

Teaching Learning

Purpose – The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon. Design/methodology/approach – Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed. Findings – Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning. Research limitations/implications – Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another. Practical implications – Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process. Originality/value – The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

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