A+ Conference 2007

Active Learning: Creating Excitement in the Classroom

Dr. Jim Eison

Professor of Community College and Higher Education
Department of Adult, Career & Higher Education
University of South Florida,

Expanded and Updated January 2007

Active learning involves students in doing things and thinking about the things they are doing (Bonwell & Eison 1991).

Appendix 3: Some Helpful Websites on Promoting Active Learning

Each of these links was functioning properly on January 27, 2007

Active Learning Bibliographies

http://www.cte.usf.edu

This comprehensive bibliography prepared by Jim Eison and colleagues at the University of South Florida’s Center for Teaching Enhancement identifies literally thousands of published articles describing the use of active learning strategies in higher education. These references, published largely from 1980-1995, have been organized within eight broad-based discipline areas (business and computer science, communication, general works, humanities, mathematics, nursing and health-related fields, science and social science) and then by fifteen categories of different active learning instructional approaches. To get to this bibliographic resource, click first on “Resources,” then click on “Index of All Bibliographies,” and finally, click on “Active Learning Bibliography.” Also available on this site is “Active Learning: A Selective Annotated Bibliography of Helpful Texts” prepared by Jim Eison in May 1999 containing brief annotations describing 32 outstanding texts.

Charles C. Bonwell’s Active Learning Site

http://www.active-learning-site.com

This site supports the scholarship of teaching by providing research-based resources designed to help faculty use active learning successfully in college and university classrooms. Of special note on this site are (a) an active learning bibliography (identifying published articles from 1995-1998), (b) several concise article summaries, (c) a listing of active learning resources on the internet, and (d) online resources on VARK (a simple-to-use learning styles survey, developed by Neil Fleming, measuring student preferences for visual, auditory, read/write, and kinesthetic learning activities).

IDEA Center

http://www.idea.ksu.edu

This site, maintained by the Kansas State University’s IDEA Center, now offers free access to the well-known series of “IDEA Papers” that were initiated by the Center’s former director Dr. Bill Cashin. In addition to a exploring a wide range of topics of interest to college and university faculty, many of these well-research and highly readable papers have addressed the skillful use of active learning instructional strategies such as “Improving Discussions” (Number 15), “Improving Student Writing” (Number 25), “Answering and Asking Questions” (Number 31), and “Focusing on Active Meaningful Learning” (Number 34). Also of special interest are the many helpful bibliographies found under “Resources” at this site.

Problem-Based Learning at the University of Delaware

http://www.udel.edu/pbl

This site, maintained by the University of Delaware Problem-Based Learning Project and funded by the National Science Foundation, offers article reprints, illustrative PBL problems (general problems as well as from disciplines such as biology, chemistry, criminal justice, and physics), sample course syllabi from over a dozen courses, and links to other PBL sites

Ohio State University’s Office of Faculty and TA Development’s “Handbook for Instructors on the Use of Electronic Class Discussion”

http://ftad.osu.edu/Publications/elecdisc/pages/

One way to engage students actively is through electronic discussions. This excellent handbook offers faculty helpful assistance in ways to maximize the impact of this increasingly popular form of technology-enhanced teaching.

Eric Mazur’s Site

http://mazur-www.harvard.edu

Mazur (1997) describes how he has used peer instruction to maximize student interaction during his large enrollment undergraduate physics lectures and to focus students’ attention on underlying course concepts. Chapter Two of Mazur’s (1997) text Peer Instruction is available here in electronic form; first, click under “Education,” then under “Areas of Research-Peer Instruction,” then under “Publications on Education Research-Book Sections”.

Richard Felder’s Site

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/RMF.html

Dr. Richard M. Felder , a Chemical Engineer, is the author of numerous articles on using active learning strategies. These articles are available at this website.

Ted Panitz’s Site

http://home.capecod.net/~tpanitz/

Dr. Ted Panitz, a community college math and engineering faculty member, offers a wealth of helpful resources on both cooperative learning, writing across the curriculum, and many other issues related to promoting active student involvement.

References (Part 1, Active Learning)

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  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques (Second Ed.).
  • San Francisco: Jossey-Bass.
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  • Bean, J. C., Drenk, D., & Lee, F. D. (1982). Microtheme strategies for developing cognitive skills. In C. W. Griffin (Ed.). Teaching writing in all disciplines . New Directions for Teaching and Learning, No. 12, San Francisco: Jossey-Bass.
  • Bligh, D. A. (2000). What’s the use of lectures . San Francisco: Jossey-Bass.
  • Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University. Abstract online at http://www.ed.gov/databases/ERIC_Digests/ed340272.html
  • Buchanan, R., W., and Rogers, M. (1990, Spring). Innovative assessment in large classes. College Teaching, 38(2), 69-73.
  • Bruner, J. S. (1983). In search of mind: Essays in Autobiography . New York: Harper & Row.
  • Chickering, A. W. & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as a lever. AAHE Bulletin , 49(2), 3-6.
  • Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin , 39(7), 3-7.
  • Chism, N. V. (1989, June). Large enrollment classes: Necessary evil or not necessary evil? Notes on Teaching , No. 5. Columbus, OH: The Ohio State University, Center for Teaching Excellence.
  • Chomsky, N. A. (1986) Language and the Problems of Knowledge, MIT Press.
  • Cross, P. (1987). Teaching for learning. AAHE Bulletin , 39(8), 3-7.
  • Cross K. P., and Angelo, T. A. (1988). Classroom Assessment Techniques: A Handbook for Faculty . Ann Arbor, MI: National Center for Research on Postsecondary Teaching and Learning.
  • Cummings, J. A. (undated). Promoting Student Interaction in the Virtual College Classroom. Available online at http://www.ihets.org/learntech/distance_ed/fdpapers/1998/52.html
  • Eison, J. A., & Bonwell, C. C. (1993, January). Recent works on using active learning strategies across the disciplines . Unpublished manuscript. ERIC Document Reproduction Service No. ED 364 135.
  • Emerick, R. E. (1994, October). A conversation on classroom etiquette in introductory sociology courses. Teaching Sociology , 22, 341-344
  • Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44 (2), 43-47. Available online at http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.html
  • Frederick, P. (1987). Student involvement: Active learning in large classes. In M.G. Weimer, M. G. (Ed.). Teaching large classes well. New Directions for Teaching and Learning, No. 32. San Francisco: Jossey-Bass.
  • Hake, R. R. (1998). Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics , 66, 64-74. Online at http://www.physics.indiana.edu/~sdi/ .
  • Hyman, R. T. (1979). Strategic questioning. Englewood Cliffs, NJ: Prentice-Hall.
  • Hyman, R. T. (1980). Improving discussion leadership . NY: Teachers College Press.
  • Lewis, K. G. (1987). Taming the pedagogical monster: A handbook for large class instructors (2nd ed.). Austin, TX: The University of Texas at Austin, Center for Teaching Effectiveness.
  • Lewis, K. G. (1994). Teaching large classes (How to do it well and remain sane). In K. W. Prichard & R. M. Sawyer (Eds.). Handbook of college teaching: Theory and applications . Westport, CT: Greenwood Press.
  • Litke, R. A. (1995). Learning lessons from large classes: Student attitudes toward effective and ineffective methods in large classes. Paper presented to the Western States Communication Association, Communication. Portland, OR: February, 1995. (ERIC Document Reproduction Service No. ED 384 088).
  • Lowman, J. (1984). Mastering the techniques of teaching . San Francisco: Jossey-Bass.
  • Lowman, J. (1987, Winter). Giving students feedback. In M. Gleason (Ed.). Teaching large classes well. New Directions for Teaching and Learning, No. 32. San Francisco: Jossey-Bass. (pp. 71-83).
  • Maxwell N. L., and Lopus, J. S. (1995, Summer). A cost effectiveness analysis of large and small classes in the university. Education Evaluation and Policy Analysis , 17(2), 167-178.
  • McGee, R. (1991). Teaching the mass class , (2nd Ed.). Washington, DC: American Sociological Association.
  • McKeachie, W. J., Pintrich, P. R., Lin, Y. G., & Smith, D. A. (1987). Teaching and learning in the college classroom: A review of the literature. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
  • Michaelsen, L. K. (1992). Team learning: A comprehensive approach for harnessing the power of small groups in higher education. In D. Wulff & J. D. Nyquist (Eds.). To Improve the Academy , Vol. 11 (pps.107-122). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.
  • Michaelsen, L. K., & Black, R. H. (1994). Building learning teams: The key to harnessing the power of small groups in higher education. In S. Kadel & J. A. Keehner (Eds.), Collaborative learning: A sourcebook for higher education, Vol. II (pp. 65-85). University Park, PA: National Center on Postsecondary Teaching, Learning and Assessment.
  • Michaelsen, L. K., Black, R. H., & Fink, L. D. (1996). What every faculty developer needs to know about learning groups. In L. Richlin, (Ed.). To Improve the Academy , Vol. 15 (pp. 31-58). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.
  • Michaelsen, L. K., Fink, L. D., & Watson, W. E. (1994, February). Pre-instructional minitests: An efficient solution to the problem of covering content. Journal of Management Education , 18(1), 32-44.
  • Michaelsen, L. K., Fink, L. D., & Knight, A. (1997). Designing effective group activities: Lessons for classroom teaching and faculty development. In D. DeZure (Ed.). To Improve the Academy , Vol. 16 (pp. 373-398). Stillwater, OK: New Forums Press.
  • Millis, B., Lyman, F. T., & Davidson, N. (1995). In H. C. Foyle (Ed.). Interactive learning in the higher education classroom (pp. 204-225). Washington, DC: National Education Association.
  • Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty . Phoenix: AR: Oryx Press.
  • Millis, B. J. (undated) Managing—and Motivating!—Distance Learning Group Activities. Available online at http://www.tltgroup.org/gilbert/millis.htm
  • Moss, A., & Holder, C. (1988). Improving student writing: A guidebook for faculty in all disciplines . Dubuque, IA: Kendall Hunt.
  • Myers, C., & Jones, T. B. (1993). Promoting active learning . San Francisco: Jossey Bass.
  • Novak, G. M., & Patterson, E. T. (1998). Just - in- Time Teaching: Active Learner Pedagogy with WWW. Paper presented at IASTED International Conference on Computers and Advanced Technology in Education , May 27 -30, 1998 in Cancun, Mexico [Available online at: http://webphysics.iupui.edu/JITT/ccjitt.html]
  • Pierce, W. (2001). Strategies for Teaching Thinking and Promoting Intellectual Development in Online Classes. Online at http://academic.pg.cc.md.us/~wpeirce/MCCCTR/ttol.html
  • Rowe, M. B. (1974). Wait time and rewards as instructional variables: Their influence on language, logic, and fate control. Journal of Research in Science Teaching , 11(2), 81-94.
  • Rowe, M. B. (1980). Pausing principles and their effects on reasoning in science. In Brawer, F. B. (Ed.). Teaching the sciences . New Directions for Community Colleges, Number 31. San Francisco: Jossey-Bass.
  • Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1978, Winter). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education , 10, 14-18.
  • Stanley, C. A. & Porter, M. E. (2002). Engaging large classes: Strategies and techniques for college faculty . Bolton, MA: Anker Publishing.
  • Strauss, M., and Fulwiler, T. (1989/1990). Writing to learn in large lecture classes. Journal of College Science Teaching , 19(3), 158-163.
  • Stuart, J. & Rutherford, R. J. (1978). Medical student concentration during lectures. The Lancet , 514-516.
  • Study Group on the Conditions of Excellence in American Higher Education. (1984). Involvement in learning: Realizing the potential of American Higher Education . Washington, DC: National Institute of Education/ U.S. Department of Education.
  • Weimer, M. G. (Ed.). (1987). Teaching large classes well. New Directions for Teaching and Learning, Number 32. San Francisco: Jossey-Bass.
  • Wilen, W. W. (Ed.). (1987). Questions, questioning techniques, and effective teaching . Washington, DC: National Education Association.
  • Wilen, W. W. (Ed.). (1990). Teaching and learning through discussion . Springfield, IL: Charles C. Thomas.

Concluding Observations

  • What are the purposes and priorities of teaching? First, to inspire. Second, to challenge. Third, and only third, to impart information (Bishop, 1984).
  • True learning involves figuring out how to use what you already know in order to go beyond what you already think (Bruner, 1983)
  • Start with modest expectations (i.e., think big but start small.
  • Felder & Brent (1996) offer some excellent tips for getting started. This resource is available online at http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.html ).
  • One must learn by doing the thing; for though you think you know it, you will have no certainty until you try (Sophocles).

jeison@coedu.usf.edu

Part 2, Promoting Deep Learning

Bibliography and materials are available in the library or in the LEAD office.

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