ACTIVE LEARNING

INTRODUCTION
Active learning engages students in learning, using activities such as
reading, writing, discussion, or problem solving, which promote
analysis, synthesis, and evaluation of class content. Bonwell and Eison
described active learning strategies as those that involve “students in
doing things and (have the students) think about the things they are
doing”. In an effective learning environment that incorporates active
learning strategies, “greater emphasis is placed on students’ exploration
of their own meaning, attitudes, and values”. Additionally, Wiggins and
McTighe emphasized that good activities develop a deep understanding
of the important ideas to be learned.
Active learning strategies are as followed
❑Team-based learning (TBL)
❑Problem-based learning
❑Peer sharing
❑Case study analysis
❑Journaling
❑Debate
❑Gaming
❑Interprofessional education
 TEAM-BASED LEARNING (TBL)

Definition

Team-based learning is an active learning and small group instructional

strategy that provides students with opportunities to apply conceptual
knowledge through a sequence of activities that includes individual
work, teamwork, and immediate feedback. —Parmelee D, Michaelsen
LK, Cook S, Hudes PD
Steps in team-based learning
Team-based learning sequence
 Characteristics of TBL
❑Engaging and Interactive
Classes
❑Prepares Students for the
Workforce
❑Promotes the Development of
High Performing Teams
Advantages
❑It provides a way for students to receive immediate feedback on the
individual and team test and so they could measure how well their
knowledge and readiness about the topics of the course as they go.
❑A feedback-rich learning environment has a positive impact on
content learning.
❑Students in TBL classes are forced to make a decision and to defend it
logically with evidence-based appeals.
Disadvantages
❑All the teams must be working about same problem, so there are
fewer problems that can be solved in a course. This is because if each
group does different problems at a time in a course, the between-group
discussion will be less effective.
❑Sometimes, some very experienced and talented, often senior
instructor grew upon the lecture-format and are concerned to it as the
best way for students to learn.
 PROBLEM-BASED LEARNING
In problem-based learning (PBL) students use ‘triggers’ from the
problem case or scenario to define their own learning objectives.
Subsequently they do independent, self-directed study before returning
to the group to discuss and refine their acquired knowledge. Thus, PBL
is not about problem solving, but rather it uses appropriate problems to
increase knowledge and understanding.
Characteristics of Good PBL
❖The problem must motivate students to seek out a deeper
understanding of concepts.
❖The problem should require students to make reasoned decisions and
to defend them.
❖The problem should incorporate the content objectives in such a way
as to connect it to previous courses/knowledge.
❖If used for a group project, the problem needs a level of complexity to
ensure that the students must work together to solve it.
❖If used for a multistage project, the initial steps of the problem should
be open-ended and engaging to draw students into the problem.
Steps to a Problem-Based Learning Approach

❖Step 1: Explore the issue. Gather necessary information, learn new

concepts, principles, and skills about the proposed topic.
❖Step 2: State what is known. Individual students and groups list what
they already know about the scenario and list what areas they are
lacking information.
❖Step 3: Define the issues. Frame the problem in a context of what is
already known and information the students expect to learn.
❖Step 4: Research the knowledge. Find resources and information that
will help create a compelling argument.
❖Step 5: Investigate solutions. List possible actions and solutions to the
problem, formulate and test potential hypotheses.
❖Step 6: Present and support the chosen solution. Clearly state and
support your conclusion with relevant information and evidence.
❖Step 7: Review your performance. Often forgotten, this is a crucial
step in improving your problem-solving skills. Students must evaluate
their performance and plan improvements for the next problem.
Advantages
❖Helps to develop key learning skills.
❖Helps to develop key interpersonal skills.
❖Prioritization of time/resources.
❖Identification of key problems.
❖Team working and task sharing.
❖Potential to increase learner confidence
Disadvantages
❖Time consuming to set up at start.
❖Must be prepared to ‘step back’ from ‘traditional’ teaching role.
❖Demands easy access to internet and good quality medical library.
❖Not suited to all subject areas.
 PEER LEARNING
Definition
In peer learning, students will construct their own meaning and
understanding of what they need to learn. Essentially, students will be
involved in searching for, collecting, analyzing, evaluating, integrating,
and applying the information to complete an assignment or solve a
problem. Thus, students will engage themselves intellectually,
emotionally, and socially in ‘constructive conversation’ and learn by
talking and questioning each other’s views and reaching consensus or
dissent. —Boud
Activities and Methodologies to Promote Peer Learning
❑Discussions: Pose a question or problem and ask learners to discuss
or generate ideas in small groups before sharing with the whole group.
Breaking into smaller groups first allows more learners to contribute
than as a whole group.
❑Problem-based learning: Create challenging problems that require
groups to collaborate and work together to solve, fostering teamwork
and interdisciplinary skills.
❑Peer pods: Groups of two or three learners who regularly meet during
or after the formal learning experience, to share new insight, reflect on
their experiences and further their learning. These groups can become
great peer coaching networks that offer a safe space for learners to
support and challenge each other.
❑Break-out rooms (for virtual workshops): To manage small group
activities, before debriefing as a whole group.
Advantages of peer learning include:
❑Accelerated learning.
❑Gain new perspectives.
❑Practice and reflection.
❑Build networks.
❑Develop comradery.
❑Build accountability.
❑Strengthen reasoning skills.
❑Create feedback loops.
❑Increase engagement
Disadvantages
❑People need to go at different speeds.
❑Someone may try to take over the group.
❑Quiet people may not feel comfortable.
❑Sometimes people just do not get along.
❑A concept may not be understood as well if a person does not have to
figure it out.
❑The time spent talking about irrelevant topics is unbelievable.
 CASE STUDY ANALYSIS
Definitions
❖Case study is defined as an intensive study about a person, a group of
people or a unit, which is aimed to generalize over several units. —
Roberta Heale
❖Case study is an intensive, systematic investigation of a single
individual, group, community, or some other unit in which the scholar
examines in-depth data relating to several variables. —Woods NF
❑Purposes
❑Case study provides an opportunity for the students to learn nursing
skills using the problem-solving approach.
❑Students learn to identify and define patients’ problem.
❑Case study trains students to locate, gather and process the
information required to solve the patients’ health problems.
❑It develops a sense of accomplishment for providing individualized
comprehensive care.
❑Case study helps the students to solve the patient’s problems through
critical and reflective thinking.
❑It emphasizes the patient’s individual personality with unique
problems.
❑Case study stresses the health and social aspects of nursing.
❑Forms and Presentation of Case Study
❑Written case study.
❑Verbal or oral case study.
Advantages
❖Reading a case study and coming up with a diagnosis is a good way
for nursing students to test the knowledge they have acquired in the
classroom in a more realistic, clinical way.
❖Writing case studies is also a useful learning tool; it forces students to
reflect on the entire course of treatment for a patient, ranging from
obtaining important information to diagnosis to treating the medical
condition.
❖Provides an opportunity to understand individual differences in cases
and an opportunity for self-expression of the student.
❖It provides a source of material for future reference and experience in
organizing and writing scientific papers.
❖Provides an opportunity for the instructor to direct student thinking
into new channels and to correct errors of information.
JOURNALING
Definitions
Journalism is the gathering, organizing and distribution of information
through a wide variety of outlets. —Nautiyal D
Journaling is based upon the idea that by putting ideas and thoughts into
writing, the mind is not only freed of their recurrence and thus the
potential blocking of other ideas or activities but that the process of
writing through them enables perceptive thinking and a momentum for
working on them. —Ira Progoff
Types of Journaling
Bullet Journal
One of the most popular journaling methods is the bullet journal. This kind of
journaling skyrocketed to one of the top creative outlets shared on Instagram,
Pinterest, and Tumblr.
Calendar Journaling
Calendar, or planner, journaling is less about thoughts and more about keeping track
of day-to-day activities. Write down every day of the week, and list tasks
underneath. What makes this different than a planner is that make it instead of a
manufacturer.
Meditation Journaling
Meditating is an act that some people implement to initiate mindfulness and reduce
stress. Some have found that combining journaling and meditation allows them to
self-actualize. It is almost as if studying self and discovering brand new things about
the way think.
Creative Journaling
Studies show that people who write for about 20 minutes 2–5 times per
week have a lower risk of developing heart disease. That’s where
creative journaling comes in. It is exactly how it sounds, writing
creatively, that can mean several different things to people.
Travel Journaling
If someone who enjoys traveling, a travel journal may document trips;
can also use the journal to write down a list of things to pack or travel
itinerary. No matter how use it, a travel journal is a wonderful way to
document trip.
Gratitude Journaling
According to the American Psychological Association (APA), writing
down everything are thankful can make someone feel more content in
their life. Open it up every morning or night and write down a list of all
the things for which are grateful. We tend to get lost in the chaos of
daily lives.
Research and Learning Journaling
Research and learning journaling are compiled from notes accumulated
throughout a research project or study. Here, the journal acts as a record
of ideas and experiences and is often reflective.
Portfolio Journaling
Portfolio journaling further extends the capacity of the journal
presentation as a source of reference for all forms of information such as
maps, films, videos, notes and observations and papers accumulated
throughout the information gathering. The format also informs the
research process, giving permission to broaden the approach and
remove the emphasis on the mechanic
Advantages
❖Achieve goals
❖Track progress and growth
❖Gain self-confidence
❖Improve writing and communication skills
❖Reduce stress and anxiety
❖Find inspiration:
❖Strengthen memory
Disadvantages
❖Journaling may cause overthink life.
❖Journaling can be too confronting at times.
❖Writing about negativity might cause to spiral down.
❖People can get stuck inside journal.
 DEBATE
Definition
Debate is a formal discussion of an issue at a public meeting or in a
Parliament and it is an argument or discussion expressing different
opinions. —Oxford advanced learner’s dictionary
Types of Debates
Town Hall Debates
This format is often popular with politicians whether they are running for the
highest office in the land or for a seat on a city council. The town hall format calls
for a moderator to take a microphone and walk around the audience, letting
attendees ask debaters questions live. In some cases. The moderator will also ask
questions that people pose via social media or other digital platforms.
Lincoln-Douglas Format
This is an open style of debate, named for the famous series of debates between US
Senate candidates Abraham Lincoln and Stephen Douglas in 1858. Participants
typically agree on time limits and topics ahead of time. In presidential debates, for
example, you might see one debate devoted entirely to domestic policy, while
another debate is devoted to foreign policy
Advantages
❑Gaining broad, multifaceted knowledge cutting across several
disciplines outside the learner’s normal academic subjects.
❑Increasing learners’ confidence, poise, and self-esteem.
❑Providing an engaging, active, learner-centered activity.
❑Improving rigorous higher-order and critical thinking skills.
❑Enhancing the ability to structure and organize thoughts.
❑Enhancing learners’ analytical, research and note-taking skills.
 GAMING
Definitions
A game is a type of play where participants follow defined rules. —
Houghton et al.
Gaming is the running of specialized applications known as electronic
games or video games game console like X-box and play station or on
personal computers. —Tech Target
Aims
❖To develop an enthusiastic learner.
❖To motivate and engage students.
❖Reduce monotonous learning methods.
❖To help students with focus, self-esteem, and memory.
Roles of Games in Education
According to Boyle (2011), posits that games play a vital role in
building students’ self-confidence. As educational tools, games are
constructive as they liven up teaching methods which are normally
considered dull and boring.
Advantages of Using Games in Education
❑Engage Students
❑Help Students Remember
❑Visual and Computer Literacy
❑Rule Following and Problem-Solving Skills
❑Beneficial for Students with Attention Disorders
❑Teach other Skills
Disadvantages of Using Games in Education
❖Providing a platform for students to play revision games becomes a
challenge when teachers or instructors cannot control such an
environment. Students can have access to other platforms which are
harmful.
❖Students who rely on games are often secluded from real life
interaction.
❖Using computers and other electronic devices can cause health
hazards such as eye strain and other physical problems.
 INTERPROFESSIONAL EDUCATION
Definitions
“Interprofessional education involves educators and learners from two
or more health professions and their foundational disciplines who jointly
create and foster a collaborative learning environment.” —CAIPE
“Interprofessional education occurs when two or more professionals
learn about from and with each other to enable effective collaborative
and improve health outcomes.” —WHO
Characteristics of Interprofessional Education
❖Each profession organizes its own teaching unaware of what is taught
by other professions.
❖Teachers are aware of what is covered by professions, but with no
formal contact.
❖Consultation about teaching programs between teachers from
different professions.
❖Teaching relating to the work of other professions is included.
❖Time table is arranged to permit to schedule the same learning
experiences.
❖Joint teaching in part of otherwise separate programmes.
Factors favouring effective interprofessional education are:
❖Balanced membership between professions.
❖An attractive program for the participants.
❖Pre-event information.
❖Clear learning outcomes.
❖Interactive learning methods.
❖A physically and psychologically comfortable learning environment.
Advantages
❖Interprofessional education has the potential to achieve greater
collaboration between healthcare professionals, by encouraging
greater understanding through the creation of a common knowledge
base and culture.
❖Interprofessional education has the potential to promote better
understanding between the professions by encouraging students to
engage in a detailed exploration of health and social roles.
Disadvantages
❖Interprofessional education is the potential for such a strategy to blur
a profession’s discrete disciplinary focus.
❖Critics of interprofessional education assert the benefits of
educational approach can never be achieved without sacrificing the
specificity of curriculum content, with the latter seen as having
superior value for future practice.