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Extending the constructs of active learning: implications for teachers' pedagogy and practice
Author(s) -
Drew Valerie,
Mackie Lorele
Publication year - 2011
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2011.627204
Subject(s) - clarity , underpinning , lifelong learning , construct (python library) , active learning (machine learning) , interpretation (philosophy) , meaning (existential) , pedagogy , psychology , mathematics education , sociology , epistemology , computer science , engineering , biochemistry , chemistry , civil engineering , philosophy , artificial intelligence , psychotherapist , programming language
Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.