Active Learning

Promoting active learning using ICTs

Karen Campbell, Memorial University of Newfoundland

Problem

Collaborative support, sharing, and communication among students and educators are necessary for success in active learning situations (Vonderwell & Turner, 2005). Instructors endeavor to deliver a full curriculum that may not leave time for students to develop an insightful understanding of the subject if there is no collaboration taking place (Pundak, Herscovitz, & Shacham, 2010). Pinheiro and Simões (2012) reported that active learning activities did not meet their potential for collaboration because students did not collaborate early and often enough. Instructors must be aware of the barriers that can inhibit collaboration and sharing in their classes or they risk reduced student motivation and initiative (Vonderwell & Turner, 2005). Collaborative groups require help with team skills, scheduling, audience engagement, and time management to be successful (Matveeva & Milter, 2010). Bodie and Powers (2010) recommend that educators, “identify the best way to prepare today’s students to become competent communicators” (Bodie & Powers, 2006, p. 121). While the students build working relationships in the construction phase of Kao, Lin, and Sun’s (2008) study, close monitoring of the participants is necessary to assure appropriate sharing occurs (Kao, Lin, & Sun, 2008).

Vonderwell and Turner (2005) found that teachers must offer feedback to their students in such a way that it fosters interaction between students and collaboration on the task at hand, “rather than giving the complete answer to a question requiring no further thought, which can itself be a barrier for active student learning” (Vonderwell & Turner, 2005, p. 82). Van den Bergh and Ros (2014) found that educators in their study believed in giving feedback during active learning, but in practice found it difficult to critique students during the process.

Role of ICTs

Student collaboration and engagement are improved when a clicker classroom response system is introduced in an otherwise traditional, lectured based university level educational psychology course (Ioannou & Artino, 2010). This clicker class response system is found to encourage collaboration and encourage reluctant students to share in class. In 2014, a study of Nigerian students found that active learning techniques using clickers by second language learners resulted in better collaboration, oral communication, and knowledge development (Agbatogun, 2014). The students in Agbatogun’s study were able to demonstrate their understanding and communicate information to each other with less teacher intrusion than they did without clicker activity. The use of wireless laptops with large groups of participants supports active learning as well as meaningful collaboration (Barak, Lipson, & Lerman, 2006). Dyson, Litchfield, Lawrence, Leijdekkers, and Raban, (2009) had similar findings. Using mobile technology, active, educational experiences occur that can improve the learning experience of students in large lectures by permitting them to team up with the presenter, participate in class responses shown on the screen, and make learning interactive for the entire group (Barak, Lipson, & Lerman, 2006). The Beyond Share program used in Kao, Lin and Sun’s (2008) study used a web environment to motivate student knowledge integration by sharing products with their classmates. Matveeva and Milter (2010) reported that using ICTs to create an infomercial engaged the learners in active learning areas including learning how to work effectively together in a team. Multimedia tools, blogs and Web 2.0 tools provide learning experiences that help first year Bachelor of Management (with Multimedia) students acquire team skills (Neo, Neo, Kwok, Tan, Lai, & Zarina , 2012). CleverPHL is a capture and replay program used in Schroeder and Spannagels’ (2006) study to create and play back Java applications in a learner controlled setting. These ICTS offer learners the opportunity to team up in, “learning by observing and working with artifacts, sharing the process of producing rather than only presenting results (p.245).” Through the use of an Internet based learning environment 34 Taiwanese students actively learned by reflecting on the quality of individual projects through sharing, peer evaluation, synthesizing knowledge, and developing a learning community (Kao, Lin, & Sun, 2008). In Yuqing, Xiaoshan and Jian’s (2010) study, the technology enhanced students’ active learning, hands-on ability, problem solving, collaborative learning, team working, active construction, etc.