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Active Learning: confronting traditional learning difficulties Rearranging course structure Combining lecture, recitation and lab Shortening lecture time to minutes Conducting discussions and providing feedback Activating students in groups Concept tests Problem solving Research relating to animations and simulations Students present their solutions in front of class Lecturer’s duties include: guiding groups of students, managing social aspects of the course, continuous evaluation, managing an active web site. 3
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David Pundak1,2, Orit Herscovitz2 , Miri Shacham2
1. Kinneret College on the Sea of Galilee2. ORT Braude College, Israel
Meital Annual Conference, Open Univeristy, Israel 30 June 20101
Active LearningDifficulties in Traditional Courses
Students are passive most of the time
Instructor cannot identify students’ difficulties
Guiding students in a large class is difficult
Students focus more on problem-solving techniques in the exam and less on understanding scientific principles.
Course materials are quickly forgotten and do not serve as a base for advanced courses.
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Active Learning:confronting traditional learning difficultiesRearranging course structureCombining lecture, recitation and labShortening lecture time to 15-20 minutesConducting discussions and providing
feedbackActivating students in groups
Concept testsProblem solvingResearch relating to animations and
simulationsStudents present their solutions in
front of classLecturer’s duties include: guiding groups of
students, managing social aspects of the course, continuous evaluation, managing an active web site.
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Active Instructors- a case studyDeveloping learning materials over 3 yearsOngoing experience of active learning over 4
yearsGroup of active instructors included:
3 instructors in mathematics3 instructors in physics2 instructors in chemistry
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Changes Experienced by Active Instructors
Student-teacher's role“ The room structure allows much more flexibility to
students. The room erases the borders between the provider of knowledge (teacher) and the receiver of knowledge (students), and creates a changeover between provider and receiver… “
Knowledge construction “ It is fascinating to see how students begin to
construct knowledge, how this process develops during the course. This cannot be seen in any other mode of instruction. There is a sense that the students’ minds are transparent and we can see the way in which the knowledge is organized.”
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Changes Experienced by Active Instructors (continued)
Cooperative learning in small groups
“ In regular classes it is actually impossible to provide personal guidance. In an active class, when I approach a group of students, all 3 or even 9 of them are involved. “
“ Group work contributes very much. The group is a supporting environment. “
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Research Background An improvement in students’
involvement and achievements following active instructors’ teaching.
Other instructors in the academyexpressed willingness to adopt elements of active learning.
E-instructors’ need to encourage communicationbetween E-learners.
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Research Questions1. What are the attitudes of the 'active instructors'
toward active learning?2. Is there any gap, and if so how large, between
the attitudes of the 'active instructors' and the attitudes of the other FTF instructors in academic institutions regarding active learning?
3. Is there any gap, and if so how large, between the attitudes of the 'FTF instructors' and the attitudes of the E-Instructors regarding active learning?
GroupNo. of Instructors
Active Instructors8
FTF - Instructors153
E-Instructors56
Total217
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Research Population
Developing the research questionnaire
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Questionnaire with 35 statements, divided into 6 areas.
Respondents had to choose their approach from a scale of 1 (disagree) to 5 (agree)
#InstructionArea
Traditional Instruction
Active learning Instruction
1Activation of a large class
No need to guide students
Instruction and guidance of students are important
2Students' Involvement
Attending class is elective
Students’ involvement in class is essential
3Students' independence
All learning materials must be presented to students
Students can study subjects from a syllabus independently
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Developing the research questionnairePart A - questionnaire with 35 statements, divided into 6 areas.
#InstructionArea
Traditional Instruction
Active learning Instruction
4Students’construction of knowledge
Students are unable to build new scientific knowledge
Students can present new scientific conjectures and ideas on their own
5Completionsyllabus vs. understanding
It is important to teach the entire syllabus
Finding a compromise between the learning program and students’ understanding of it
6Instructor’s role
Instructor has to focus on his role as a provider of knowledge
Instructor has to become acquainted with students’ learning difficulties and assist in solving them
Research Results
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0
10
20
30
40
50
60
InstructorQuantity /Understanding
Develop.know ledge
IndependenceInvolvementLarge class
Faculty 'active instructors'
Comparison between FTF, E and Active
instructors (Kruskal-Wallis Test) Domain / VariableInstructor's
role
Quantity/ Under-
standing
Develop. Knowl-edge
Indepen-dence
Involve-ment
Large class
Ranking of FTF instructors63.360.662.164.561.867.7
Ranking of E-Instructors70.347.772.468.675.576.1
Ranking of 'active instructors'
115.8116.6116.1114.8107.3142.1
Chi squared12.219.613.711.010.920.6Significance<0.0010.0040.0040.001<0.0010.002
Comparison between the Mean of FTF and E instructors (T Test)
Domain / Variable
Function of Instruction
Quantity/ Under-
standing
Develop. of knowledge
Indepen-dence
Involve-ment
Large class
Mean of FTF instruction3.753.553.833.563.542.70
Mean of E-Instruction3.873.424.013.633.802.80
Significance0.390.080.110.42<0.010.52
Findings and DiscussionContrary to our assumption there are small
differences between E-instructors and FTF instructors in their tendency toward active learning.
The result could be explained by the instructors' tendency to maintain their traditional FTF teaching style even when they begin to teach virtual classes.
In some cases economic constraints directed the institutions to develop e-learning courses, alongside the FTF courses.
ConclusionsThere is a large gap between "active instructors’”
experience of success and how FTF and E-Instructors relate to this teaching method.
The research tool developed can be used to locate potential active lecturers.
It is advisable to expose FTF and E instructors to the advantages of active pedagogy without creating pressure or threatening.
As a first step it is recommended to expose FTF and E- Instructors to active learning in large classes.
Promoting active learning among FTF and E-Instructors may improve students’ satisfaction regarding their learning in academic institutions.
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RecommendationsCarefully check the uniqueness of success
stories in active learning, while trying to adopt it.
Expose lecturers FTF and E-Learning to
theoretical background and to practical solutions in activating a large class.
Adjust changes for each course and
department and learning style.
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Thank You
Dr. David PundakOrt Braude College
Kinneret College on the See of GalilleIsrael
