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Active Learning

Active learning is an umbrella term referring to the various solutions concerning learner's active engagement in the learning process.

Active learning is an umbrella term referring to the various solutions concerning learner's active engagement in the learning process. In active learning, the instructor, instead of simply delivering the lessons to the learners, guides them through the process of concluding the points of the lessons themselves.

The instructor poses the problem at stake in terms of questions for the students, and the students go through the process of data analyses, modeling of the data, and hypothesis testing to arrive at the intended conclusions proactively.

It has been demonstrated that this active engagement significantly improves the students' attention, helps them to grasp a deeper understanding of the concepts, and directly improves their innovative thinking, an effect that is more pronounced among the communities of students in need.

At EdCortex, we try helping our clients to simulate the 'path of discovery' for the learners by 1. instructing the designers on how to design the challenges so that they would maximally rely on the users' feedback at each stage of learning. And 2. Passing the challenges to the learner based on a protocol that best resembles the stages of active learning, from engaging by posing questions and demonstrating surprises to elaborating ideas leading to the target concepts.

Active Learning

Left. Schematics of a traditional versus an active learning scenario. In active learning, the role of teacher turns into leveraging the process of conclusion to the student, such that the student, with help of her peers, would arrive at the intended conclusions, adapted from Lombardi, & Shipley (2021) .

Right. The significant reduction in the failure rate of the students in an active learning regime. Adapted from Freeman, et. al. (2014).

  1. Lombardi, Doug, et al. "The Curious Construct of Active Learning." Psychol. Sci. Public Interest, vol. 22, no. 1, 1 Apr. 2021, pp. 8-43, doi:10.1177/1529100620973974.

  2. Freeman, Scott, et al. "Active learning increases student performance in science, engineering, and mathematics." Proc. Natl. Acad. Sci. U.S.A., vol. 111, no. 23, 10 June 2014, pp. 8410-5, doi:10.1073/pnas.1319030111.

  3. Moog, Richard S., et al. "Process-Oriented Guided Inquiry Learning: POGIL and the POGIL Project." MUJ, vol. 17, no. 4, 1 Jan. 2006, pp. 41-52.

  4. Martin, Taylor, et al. "Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering." Ann. Biomed. Eng., vol. 35, no. 8, 1 Aug. 2007, pp. 1312-23, doi:10.1007/s10439-007-9297-7.

  5. Jensen, Jamie Lee and Anton Lawson. "Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in undergraduate biology." CBE Life Sci. Educ., vol. Spring;10, no. 1, 2011, pp. 64-73, doi:10.1187/cbe.10-07-0089.

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