Active Learning Strategies for Adults

A universally accepted definition for active learning does not exist, nevertheless there are some generally accepted approaches according to which active learning engages students in the learning process through meaningful learning activities in the context of which they are encouraged ‘to think about what they are doing’ (Prince, 2004, p.7). As Bonwell and Eison (1991) point out: ‘active learning instructional strategies refer to a wide range of activities that share the common element of involving students in doing things and thinking about the things they are doing’. Teacher-centred forms of instruction are not in line with active learning principles and thus appear weakened in active learning classrooms (Collins& O’Brien, 2003; Prince, 2004). Student-centred instruction is a term closely related to the concept of active learning. This term is used to describe ‘an instructional approach in which students influence the content, activities, materials, and pace of learning’ setting themselves in the centre of the learning process (Collins& O’Brien, 2003). The instructor/ trainer acts more as a facilitator of the learning process promoting the collaboration among the learners, assigning meaningful for the learners, tasks and encouraging the reflection upon their learning (Collins& O’Brien, 2003). Few examples of active learning practices that can be employed in the adult classroom include (Zoller &Harrison, 2007):  Learning activities for adults that include role-playing tasks and acting-out of scenarios  Inquiry-based learning experiences that challenge the learners’ thinking  Working in small groups  Working on open-ended problems and case studies that require critical or creative thinking.  Blended learning practices and use of educational technology for adults  Cooperative student projects  Gathering and analysis of information and data  Prompt discussion and elaboration of thinking