Active Learning

The following resources are online or available at Pickler Memorial Library.

Abbas, Abdullah, and Gilmer, Penny J.  The use of journals in science teaching and learning for prospective teachers: An active tool of students' reflections.  Mar 1997.  Click here for the full text (pdf) article (ERIC Document 409182.)
"In the present study, the use of journals as a non- threatening mode of discourse encouraged all students to interact actively with their instructor. The use of journals stimulated active learning through facilitating interaction between students and their instructor in a manner that is not traditionally present. The students' meaningful learning of science was enhances by expressing ideas, asking and answering questions, and presenting the troubles they had to their instructor."

Anaya, Guadelupe. “College experiences and student learning: The influence of active learning, college environments, and co-curricular activities.”  Journal of College Student Development 37.6 (1996): 611-622. Periodicals LB 2343 J642
"Examines the impact of learning activities and college environments on learning. The GRE Verbal and Quantitative sub test scores for a national sample (N=2,281) of students were dependent variables. Student involvement in learning activities and environments that were most directly related to the learning outcomes enhanced learning. Studies of group learning activities were inconclusive."

Anderson, Elaine J. “Active learning in the lecture hall.”  Journal of College Science Teaching 26.2 (1997): 28-29. Periodicals Q183 U6 J68
"Describes a non-laboratory science course for non-science majors that actively engages students in a variety of learning activities. Highlights students' positive evaluations of the course. Anderson describes active learning experiences incorporated into the course."

Foyle, Harvey C.  Interactive Learning in the Higher Education Classroom. Washington, D.C. : National Education Association, 1995. General Collection LB 1032 .I498 1995

Green, Jon D.  “’There’s gotta be a better way.’ In search of a new pedagogical paradigm for teaching the humanities.”  Interdisciplinary Humanities 15.1 (1998): 77-90. Periodicals AZ 183 .U5 I585
“Discusses different teaching methods beginning with the least effective to the most effective and addresses some general weaknesses and strengths of each of the styles as a means of moving from the traditional mode of teaching and learning to a more active engagement with students.” ERIC

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Matyn, Marian J.  “Getting undergraduates to seek primary sources in archives.”  History Teacher 33.3 (2000): 349-355. Periodicals D 1 .H8177
”Argues that students should do hands-on work with original primary sources that are within archival collections. Gives students and opportunity to interact in an unfamiliar environment, learn new techniques for discovery, and develop a connection with people from the past.” ERIC

McCammon, Lucy.  “Introducing social stratification and inequality: An active learning technique.”  Teaching Sociology 27.1 (1999): 44-54. Periodicals HM 1 .T43
“Summarizes literature on techniques for teaching social stratification. Describes the three parts of and exercise that enables students to understand economic and political inequality: students are given a family scenario, create household budgets, and finally rework the national budget with their family scenario groups.” ERIC

Meyers, Chet, and Thomas B. Jones.  Promoting Active Learning: Strategies for the College Classroom. San Francisco: Jossey-Bass Publishers, 1993. General Collection LB 1027.23.M49 1993
”Advocating the use of active learning in classroom, this book surveys the general subject of active learning and why it makes sense as a teaching strategy, considers four major active-learning strategies, and explores how reading assignments, outside resource persons, and electronic media can be successfully matched with active-learning strategies in the classroom.”

Misale, Judi M., et al.  “An interdisciplinary, computer-centered approach to active learning.”  Teaching of Psychology 23.3 (1996): 181-184. Periodicals BF 77.T43
"Describes a computer-assisted, interdisciplinary course in decision making developed to promote student participation and critical thinking. Students participate in 20 interactive exercises that utilize and illustrate psychological and economic concepts. Follow-up activities include receiving background information, group discussions, text readings, and journal writing assignments."

Perkins, David and Renee N. Saris.  “A ‘Jigsaw Classroom”: Technique for undergraduate statistics courses.”  Teaching of Psychology. 28.2 (2001): 111-113. Periodicals BF 77 .T43
“Describes an activity called the jigsaw classroom technique for use with working groups of undergraduate statistics students that divides a worksheet into two to four steps. Reveals that the students viewed the techniques positively because it helped them understand statistical procedure and offered a variety of learning experiences.” ERIC

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Ramsier, R.D.  “A hybrid approach to active learning.”  Physics Education 36.2 (2001) 124-128. Periodicals QC 30 .P46 (Electronic version also available. Follow link from library catalog).
“Describes an approach to incorporate active learning strategies into the first semester of a university-level introductory physics course. Combines cooperative and peer-based methods inside the classroom with project-based learning outside the classroom in an attempt to develop students’ transferable skills as well as improving their understanding of physics.” ERIC

Schneider, Susan M.  “The Bigger Picture: Context in the Research Methods Course.” July 1997  Click here for the full text (pdf) article (ERIC Document 405025)
“Texts and courses related to research methods generally teach students essential research designs, data analysis techniques, and interpretation guidelines. However, students are less likely to learn how research techniques function holistically. To provide this holistic understanding, a classroom activity has been developed at St. Mary`s College of Maryland that provides a context for research methods and promotes active learning and critical thinking.” ERIC

Schroeder, Charles.  Active learning across the campus (audiocassette). Kirksville: Northeast Missouri State University, 1991. Media Cassette LB 1027.23 A378 1991

Silberman, Melvin L.  Active learning: 101 strategies to teach any subject. Boston: Allyn and Bacon, 1996. General Collection LB 1027.23.S556 1996

Sutherland, Tracey E., and Bonwell, Charles C.  Using active learning in college classes: A range of options for faculty. San Francisco: Jossey-Bass, 1996. General Collection LB1027.23.U75 1996
As one of the series of New Directions for Teaching and Learning, this book collects 7 articles in active learning.

Thomas, Jennie Carter.  “The Masterpiece assignment: Active learning in management and communications.”  Business Education Forum 51.4 (1997): 38-40. Periodicals HF 1101 U57 A2
"In the Masterpiece course project, business communication students prepare a proposal for study with an actual business partner, a recruitment presentation for prospective employees, a research report and oral presentation, and assessment of team and individual performance. The project is an opportunity for actual management rather than merely learning about management."

Weisenberg, Richard C.  “Appropriate Technology for the Classroom - Using "Post-it Notes" as an Active Learning Tool.”  Journal of College Science Teaching 26.5 (1997): 339-344. Periodicals Q183 U6 J68
"Discusses the use of Post-it Notes as effective teaching devices. Presents activities that use Post-it Notes including concept mapping, molecular modeling, group activities illustrating multiple step biological processes, and genetics activities. Highlights the use of the constructivist approach."
 

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Compiled by Lisa Glaubitz
Pickler Memorial Library