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Active Learning


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Tipo de publicación

Científica

Tipología

Investigación y estudios

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Impreso: Capítulos de libros

Resumen

There is high acclaim for the benefits of active learning in higher education (e.g., Bonwell & Eison, 1991; Yoder & Hochevar, 2005). The peer-reviewed  journal Active Learning in Higher Education and numerous books are dedicated to this pedagogical approach. The “buzz” phrase refers to several models  of instructions that emphasize the role and responsibility of student learning (Bonwell & Eison, 1991). Active learning developed from the work of theorists promoting discovery learning (Mayer, 2004). During active learning, students are actively (rather than passively) engaged in their learning by discovering, processing, and applying information. They engage in higher-order thinking tasks such as analysis, synthesis, and evaluation (Bloom, 1956).

Active learning derives from the assumptions that learning is an active endeavor and that individuals learn in different ways. However, it is important to note that active learning alone will not increase student learning, in the absence of content, reflection, or objectives.

Autores

Isabelle D. Cherney

Registro ISBN

1-87838-00-87

SNIES Área

Psychology

SNIES Categoría

Education

Fecha de publicación 20 de junio de 2013
Fecha de aceptación 12 de junio de 2012
Bases de datos donde está referenciada

Promoting Student Engagement

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