Passive Learning Versus Active Learning
There are two different approaches to learning: active and passive. Active learning is learner-centred learning. The learner is part of the lesson and actively involved. With passive learning, the teacher is the center of the learning, and the learners are not involved in the learning process.
Here are two examples:
Active Learning
The instructor has given the class two open-ended questions. In small groups, the learners discuss the questions. When the class reconvenes, the instructor facilitates a class discussion by asking the groups to share what was discussed. While doing this, the instructor adds ideas and more information for deeper understanding.
Passive Learning
The instructor uses a PowerPoint slide show to present all the materials the learners need to know. Learners are to make notes and ask questions during allotted times.
Consider This
An active learning activity can be used as a beneficial formative assessment when properly facilitated. Also, instructor participation in the active learning activities can enhance a course.
Here are some easy-to-apply active instructional methods. As you review each item in the following list, please consider how you can implement at least two of these ideas in your own course design.
Polls offer the opportunity to ask questions regarding the materials in real time. This technique is excellent in live sessions. Instructors can poll for opinions to determine clarity on a topic and gain insight into learner interest.
With facilitation, learners share their answers and reasoning in groups and then reconvene as a large group to compare discussion points.
The learners are presented with a debatable statement, quote, question, or image. They are given one of four options to choose from that best reflect their opinion or thoughts. Volunteers state their opinion and explain their choice. Four Corners can also be used as a discussion board activity: an instructor can post the Four Corners discussion topic in the module and ask learners to post their choice and reasons in a dedicated discussion area. This activity promotes listening, communication, critical thinking, and decision-making.
Using tools such as Microsoft Forms, Quizlet, or H5P, instructors can create and facilitate low-stakes quizzes to check understanding and reinforce concepts. These quizzes can be used in live sessions or embedded in the modules during asynchronous learning.
This is a great group activity where learners are assigned roles and share their thoughts. The instructor puts course members into groups of 7. Each group is given a specified learning material (video, reading, blog, podcast, etc.). If there is an uneven number of learners, some groups can have 8, and two people will report on the same thing (double entry).
Once the group has reviewed the learning material, each member of the group is assigned a role and follows the protocols outlined below. The group decides which member is in charge of which hat and stays within the parameters of the hat that has been assigned.
- Blue Hat – Sums up what has been learned—thinking, reviewing, and thinking ahead.
- Purple Hat – Identifies negative aspects. Cautious, judgmental, and looks for weakness.
- Green Hat – Creative ideas. New and different ideas, suggestions, proposals, and problem-solving.
- Red Hat – States the emotions: intuition, feelings, hunches, but no justification of feelings.
- Yellow Hat – Sums up. Good points with logic applied to identifying benefits and seeking harmony.
- Gold Hat – States the facts. Shares information and requests further information needed.
de Bono’s Hats can also be used in the live session by introducing the concept and the materials in the modules as a prerequisite to the live sessions. It can also be used as a discussion board strategy: each group can be given their own discussion board space, and the member will post their thoughts and reply to each other.
The following website offers some further information: Six Thinking Hats
This strategy enables learners to work in groups and become experts on one section of the content.
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Step 1
Segment a specific reading material.
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Step 2
Put learners in groups, and determine the size by how many segments there are.
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Step 3
Have each group member select one segment of the assigned reading.
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Step 4
After reading their sections, each member discusses the most important aspects of reading.
Jigsaws can be used in the live session to introduce the concept and the materials in the modules as a prerequisite to the live sessions. They can also be used as a discussion board strategy where each group has their own dedicated area to share and discuss their findings.
Offering a case study that learners discuss in small groups enhances engagement and critical thinking. It works best when the case study is accompanied by guided questions that ask learners to reflect on and respond to using the knowledge they have acquired in previous learning.
Case studies can also be used as a discussion board strategy. The instructor can create an assignment with advanced learners where groups create their own case study that other groups will review and discuss. This technique works best when properly modelled by the instructor.
With this strategy, an instructor chooses a topic that can be discussed by creating a list of pros and cons or advantages and disadvantages. In small groups, learners are to develop a specified number of points for each side. Once the groups have had time to complete the activity, each group will present their ideas.
Pro-Con Guides can also be used as a discussion board strategy in small groups or large groups.
Learn More
The K. Patricia Cross Academy Teaching Techniques Video Library is a great resource offering a wide collection of videos that discuss active learning strategies.