What is Active Learning? Summary and Excerpts

What is Active Learning?

Summary for http://en.wikipedia.org/wiki/Active_learning

• For active learning in the context of machine learning, see Active learning (machine learning). (78)
• Bonwell and Eison (1991) popularized this approach to instruction (Bonwell & Eison 1991). of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). active learning." (79)
• One study has shown evidence to support active learning. [4] Bonwell and Eison (1991) state that active learning strategies are comparable to lectures for achieving content mastery, but superior to lectures for developing thinking and writing skills. (98)
• According to another study by Armstrong (1983), students who receive a formal education learn better when they are actively engaged in the learning process as opposed to those who do not partake in the learning process. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002). (75)
• Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". . active learning means active engagement and understrshijoup. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002). (80)

Best words:

1. learning (16)
2. active (12)
3. education (7)
4. study (6)
5. eison (6)
6. bonwell (5)
7. research (5)
8. instruction (5)
9. jean-pol (4)
10. (1983) (3)

Sentences:

1. This article is about an educational technique.
2. For active learning in the context of machine learning, see Active learning (machine learning).
3. Active learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners.
4. Bonwell and Eison (1991) popularized this approach to instruction (Bonwell & Eison 1991). of the 1980s became their 1990s report to the Association for the Study of Higher Education (ASHE). active learning."
5. While there has been much enthusiasm for active learning, a variety of research studies since the 1990s, has since promoted an important principle: Guidance early, and then practice later is suggested for the best results.
6. Bonwell and Eison (1991) suggested learners work in pairs, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc.
7. The argument is when should active learning exercises be used during instruction. exercise or as application of known principles, it may not make sense to use them to introduce material.
8. Proponents argue that these exercises may be used to create a context of material, but this context may be confusing to those with no prior knowledge. may vary according to the task and its place in a teaching unit. (Martin 1985, Martin/Oebel 2007).
9. This strategy allows students to teach the new content to each other.
10. Of course they must be accurately guided by instructors.
11. This methodology was introduced during the early 1980s, especially in Germany, and is now well-established in all levels of the German educational system. is integration of behaviorism and cognitivism and offers a coherent framework for theory and practice.
12. Policy may be satisfied by demonstrating the instructional effectiveness of instruction. based instruction.
13. These instructional tools can be used to describe the various qualities of any activity.
14. In addition, if given to the student, they can provide additional guidance (here is an example rubric).
15. In the past few years outcome-based education policy has begun to limit instructors to only using those techniques that have been shown to be effective. effectiveness."
16. One study has shown evidence to support active learning. [4] Bonwell and Eison (1991) state that active learning strategies are comparable to lectures for achieving content mastery, but superior to lectures for developing thinking and writing skills.
17. According to another study by Armstrong (1983), students who receive a formal education learn better when they are actively engaged in the learning process as opposed to those who do not partake in the learning process. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002).
18. From example study to problem solving: Smooth transitions help learning.
19. Journal of Experimental Education, 70 (4), 293–315. McKeachie, W. J. , Svinicki,M. (2006).
20. Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA. Wadsworth.
21. Jean-Pol Martin: Zum Aufbau didaktischer Teilkompetenzen beim Schüler.
22. Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. Dissertation. Tübingen: Narr. 1985; Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?
23. Active Learning: Creating Excitement in the Classroom.
24. ERIC Digest, Bonwell & Eison, 1991. J. Scott Armstrong (1983).
25. Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". . active learning means active engagement and understrshijoup. Renkl, A. , Atkinson, R. K. , Maier, U. H. , & Staley, R. (2002).
26. From example study to problem solving: Smooth transitions help learning.
27. Journal of Experimental Education, 70 (4), 293–315. McKeachie, W. J. , Svinicki,M. (2006).
28. Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA. Wadsworth.
29. Jean-Pol Martin: Zum Aufbau didaktischer Teilkompetenzen beim Schüler.
30. Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. Dissertation. Tübingen: Narr. 1985; Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?
31. Active Learning: Creating Excitement in the Classroom.
32. ERIC Digest, Bonwell & Eison, 1991. J. Scott Armstrong (1983).
33. Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". .

What is Active Learning?