ERIC Number: ED340272
Record Type: Non-Journal
Publication Date: 1991-Sep
Reference Count: N/A
Active Learning: Creating Excitement in the Classroom. ERIC Digest.
Bonwell, Charles C.; Eison, James A.
This brief report summarizes a longer document with the same title. It reviews literature on the importance of using active learning teaching techniques in the classroom, describes what active learning is, discusses how this technique can be incorporated into the classroom and identifies barriers to the use of this approach. Strategies that promote active learning are described as instructional strategies that involve students in doing things and thinking about what they are doing, as opposed to passive listening to a lecture. It is noted that such learning activities have a powerful impact on student learning and that students actually prefer strategies promoting active learning to traditional lectures. Several ways of incorporating active learning into the classroom are suggested, such as: (1) pausing in lectures to allow students to consolidate their notes; (2) including brief demonstrations or short, ungraded writing exercises followed by discussion; (3) developing group discussions; (4) using feedback and guided lectures; and (5) using debates, problem-solving models, and role playing. Barriers to implementing active learning include faculty resistance, class time availability, class size, inadequate materials and equipment, and teacher preparation time. Contains seven references. (GLR)
Descriptors: Class Activities, Classroom Research, Classroom Techniques, College Faculty, College Instruction, Experiential Learning, Group Activities, Higher Education, Instructional Effectiveness, Instructional Innovation, Learning Strategies, Student Participation, Teaching Methods, Writing Assignments
ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183 ($1.00).
Publication Type: ERIC Publications; Reports - Descriptive; ERIC Digests in Full Text
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC.