PAKEM.doc

2021

Traditional education has ripple effects in education. The way the educator was taught is almost always the way the educator teaches the learners. Traditional education has a narration sickness (Freire, 2000) and the so-called educators are proselytising ideologues who are after the production of copy cats. Active learning in teacher education is anchored in reflective thinking on all practices. The teacher education student should be encouraged to embark on action research which makes one to be introspective. Thus action research makes the teacher involved in active life-long learning. The teacher who has been groomed in action research abhors routine and ritualistic methods of teaching. The action research oriented teacher makes learners active in learning episodes.

International Journal of English Linguistics , 2021

This study explored the extent to which teachers of English as a Foreign Language (EFL) adopt and implement active learning strategies in their classrooms. The study, also, examined the obstacles encountering high school teachers to use active learning and it delved further into exploring the participants' recommendations to mitigate these obstacles. The study followed a quantitative methodology. Sixty-six EFL teachers (Male n=22 and Female n=44) from Jeddah in the Kingdom of Saudi Arabia participated in this study. The researchers used an electronic custom-designed, 19-items rated on a five-point Likert scale questionnaire, for ease of dissemination and data collection. The findings revealed that the degree of employing active learning was medium (54.8%). However, 55% of the participants responded that they encountered some acute obstacles to implementing active learning in their classrooms. The findings showed no statistically significant differences attributed to gender, experience, and training about using active learning, obstacles, and recommendations to overcome the obstacles. The study discusses some of the obstacles to implementing active learning and concludes with some recommendations to the Ministry of Education to reinforce active learning in the education system of EFL contexts.

Teaching and Teacher Education, 2002

In this article, the purpose is to evaluate how teacher education may promote active learning and what the main obstacles are to reach this target. The problem is investigated from the perspective of student teachers, teacher educators, teachers and pupils in schools. All these groups have evaluated how active learning is applied and what the obstacles are to active learning. The results clearly indicated that schools and teacher education departments are in the middle of a cultural change. Many indicators of active learning can be seen, but there are many obstacles which should be overcome.

Pacific international journal, 2022

Active learning is often connected with teaching and learning that is progressive and involves active student participation. The chief purpose of this research was to explore Afghan EFL lecturers' perceptions towards challenges hampering active learning. With regard to achieving this objective, a qualitative research approach, in particular, face-to-face interviews were conducted. The researcher interviewed and collected the data from seven EFL lecturers in the Languages and Literature Faculty and EFL lecturers in Education Faculty at Kandahar University. This study identified large classes, lack of technological facilities, lack of time, shortage of lecturers, and cultural issues as the challenges hampering active learning.

… American Institutes for …, 2009

Research provides evidence that traditional, teacher-centered instruction is less effective than student-centered instruction that makes ample use of active-learning pedagogies (Wink, 2000). Teachers and educational leaders have also found that active-learning pedagogies and studentcentered techniques enhance learning, and play an important role in improving educational outcomes, such as decreased dropout rates and increased student achievement. Thus, there are efforts around the world to move away from instruction in ...

The Curriculum Journal, 2011

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 paper 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.

Objective: Map the scientific evidence about the knowledge and actions of university professors about active methodologies and describe the perception and opinion about the modes of organization, methodological approaches and evaluation systems that define the teaching-learning process. Method: This is an integrative literature review, in which 11 articles were selected from the Google Scholar, SciELO and PubMed databases, by fulfilling the requirements established in the eligibility criteria and answering the research question. Results: The findings were categorized into 1) Benefits of applying active methodologies in higher education; 2) Knowledge of professors working in higher education about active methodologies; 3) Practices of active faculty in higher education on active methodology. Final Considerations: Promoting active learning is not an easy task to be achieved and teachers play a fundamental role in its implementation process.

2018

There are many researches on active learning management in Thailand applied by different disciplines such as, Mathematics, Sciences, and Social Sciences, etc. The students were found to be fatigued studying subjects with lots of contents such as social studies. Active learning has been found to be the essential tool improving student’s understanding in each subject areas. Additionally, the social studies area was found to be the one employing this method most. This study then aims to synthesize past research on applying active learning social studies subjects during 2012-2017. The data was collected from 68 research papers with topics on active learning in social studies, which were published on the database of Thai-Journal Citation Index Centre (TCI) during 2012 – 2017. Six topics were synthesized : 1) active Learning management techniques 2) attributes to be developed 3)target group 4)research instruments 5) statistics 6) research outcomes. The results found that the mainly employ...

This study is an attempt to analyse the active learning practices among students and lecturers in a higher learning institute in the United States. This study is a qualitative study with fi ve undergraduates, fi ve postgraduates and fi ve instructors as the informants. The instruments used were classroom observations, interviews , open-ended section in the questionnaires and relevant document research. The high level of agreement among students indicated that active learning had been practised widely in higher education. The fi nding indicated students in higher education were fond of active learning to achieve optimum learning outcomes. The fi ndings indicated that active learning is best conducted through group discussion, project and case study and is best used with strategies such as assigned reading, project paper, case study and refl ective writing. The fi ndings proposed that strategies promoting active learning be defi ned as instructional activities involving students in doing things and thinking about what they are doing.

2009

Active learning methodology has become the preferred way to change the traditional teacher centered classroom into the newer student centered approach to learning. Little development, however, on the pedagogy of active learning or the assessment of student retention using active learning methodology is available in literature. This paper addresses how active learning can support the conceptual development of the learner. How can active learning methodology be implemented to assure that a student learns through the techniques established in active learning but within a pedagogical framework? A case study showing a pedagogical syllabus developed and implemented at Nakhon Sawan Rajabhat University by the author will be demonstrated.