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Active learning is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report . In this report they discuss a variety of methodologies for promoting "active learning". They cite literature which indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as "the goals of the learning process" (Bloom, 1956). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.〔Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70 (4), 293–315.〕 Active learning engages students in two aspects – doing things and thinking about the things they are doing (Bonwell and Eison, 1991). ==Nature of active learning== There are diverse range of alternatives for the term "active learning" like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. Active learning is more than just listening, active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. However, some students as well as teacher's find it difficult to adapt to the new learning technique. Active learning should transform students from passive listeners to active participants, helps the student understand their subject through inquiry, gathering and analyzing data through which solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum and technology based learning is also in high demand in concern with active learning. Barnes (1989) suggested principles of active learning: # Purposive: the relevance of the task with the students concerns. # Reflective: student's reflection on the meaning of what is learnt. # Negotiated: negotiation of goals and methods of learning between students and teachers. # Critical: student's appreciate different ways and means of learning the content. # Complex: student's compare learning tasks with complexities existing in real life and making reflective analysis. # Situation-driven: the need of the situation is taken into consideration in order to establish learning tasks. # Engaged: real life tasks are reflected in the activities conducted for learning. Active learning requires appropriate learning environment through the implementation of right strategy. Characteristics of learning environment are: # Aligned with constructivist strategies and evolved from traditional philosophies. # Promoting research based learning through investigation and contains authentic scholarly content. # Encouraging leadership skills of the students through self-development activities. # Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities. # Cultivating a dynamic environment through interdisciplinary learning and generating high profile activities for better learning experience. # Integration of prior knowledge with new ones to incur rich structure of knowledge among the students. # Task based performance enhancement by giving the student's a realistic practical sense of the subject matter learnt in the classroom. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「active learning」の詳細全文を読む スポンサード リンク
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