Active learning concept is a teaching strategy which promotes students engagement and create excitement in the classroom through various instructional activities in class. This type of learning allow student to be an active participant in learning process and instructor to plays an important role as a facilitator. Active learning encourages student collaboration through activities like journal reading, problem discussion and appropriate solutions, case studies and application of knowledge in to practical scenarios.

As discussed by Bonwell and Eison (1991), active learning approach focus on enhancing student’s capabilities like lifelong learning, higher order thinking and practical knowledge on transmitting information. Student learn more when they are involved in the learning process. Rather than sitting for hours and listening to lectures, this approach incorporate all possibilities to actively engage students in learning strategies. Active learning facilitate student’s independent, critical, and creative thinking abilities. Activities in this learning approach may include sate studies, solving problems or exercises as a group or individual, group discussions, peer instruction (Mazur, 1997), research based learning (Jenkins and Healey, 2014) and brain storming activities.

As a faculty in higher education dealing with civil engineering modules, I practiced “Peer instruction” teaching strategy to improve student’s individual learning capability according to Eric Mazur. (1997). Students were given a task and instructed to complete on their own. Later on they were allowed to discuss with another peer to share their answers or knowledge on the respective topic. Then students are made in to small group maximum of 5 students and allowed to discuss among themselves reading their individual answers or ideas. Finally group has to present to critical analysis and reflection on the task with other groups in the class. Thus, knowledge and opinion has been shared among peers. It has been observed that enhancement of student’s knowledge and understanding taken place through this peer instruction approach. According to student’s feedback (click here to view feedback analysis) it is evident that, more than 90% of the students agreed that peer instruction methodology of teaching improved their individual learning and understanding capabilities.

Civil engineering modules can be well delivered with the support of practical knowledge and field applications. Therefore, to enhance student’s capabilities of understanding the course content, I have implemented “experiential learning” theory developed by Kolb D A (1984) by organising few site visits to construction sites in and around college campus. From these visits students felt that they gained more knowledge on various types of construction components and stages which was mentioned in student’s feedback.

According to Healey (2005) “Research based learning” develop student’s research knowledge and ability to carry out research methodologies. So in a coursework, case study tasks were designed in line with research and critical reflection on the study done. This approach improved quality of learning and enhanced student’s research skills.

From these practices and experiences, I would like to state that active learning approach encourages student engagement, promotes interaction with faculty and also with peers and moreover improves student learning experience.

References:

Bonwell, C. C., and Eison, J.A. (1991). Active learning: creating excitement in the classroom. ASH#-ERIC Higher Education Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development.

Eric Mazur (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJ

Kolb D A (1984) Experiential Learning: experience as the source of learning and development New Jersey: Prentice-Hall (0 13 295261 0).

Healey M, Jenkins A and Lea J (2014) Developing research-based curricula in college-based higher education. York: Higher Education Academy, 86pp.

https://cei.umn.edu/active-learning

https://cft.vanderbilt.edu/guides-sub-pages/active-learning/