This section provides realistic obstacles and challenges related to active learning. Definitely, there are stigmas and biases among educators, for sure there are students who are less than motivated and would prefer an easy course, even if there is no learning involved, and obviously, technology can create multiple challenges, especially if an institution lacks resources for a quality LMS. That said, beyond the barriers, there is an opportunity to create engagement and better learning.
Active learning gets the students involed and increases retention of information.
It was an interesting read, especially addressing the concerns and doubts concerning active learning techniques and practices.
The success with active learning has a lot to do with the resources provided by the institution to ensure technology supports the activities. Issues with technology (which I am sure most have expereinced) can be frustrating for students and embarrassing for faculty.
Visual learning tools such as labeling, graphs, and chart organization help students grasp concepts that can be difficult to understand in the written form.
We have beeb in transition to a hybrid learning since the start of covid and its been both fun and challenging. I still have mixed feelings about it because I do miss lectures which were more like conversations with my class. I never really just lectured and made them listen, it was more like a guded conversation so I guess active learning has always been a part of what I do. It does involve a lot more lab activities today and students seem to enjoy it.
I learned that the active learning techniques in the online classroom are very important to the teaching.
Active learning courses are for motivated and engaged students and guided by the instructor.
Active learning for online students takes more time and effort on the side of the instructor. No longer is it available to just be reading "scripts" but must now think of new and insightful ways to engage the student into the learing system.
I think my biggest take-away is "pre-teaching" students their role in online learning. We often get complaints from students that they are "teaching themselves" in an online course when actually the instructor is fostering active learning techniques that the students are not familiar with. I agree with the idea of making sure the instructor clearly explains how the course is facilitated and that they will not be in a passive learning environment, but an active one.
I learned that: Active learning techniques can be readily used in the online learning environment,
but they usually take additional time, planning and effort on the part of the instructor.
Online teaching is stigmatized, by both students and other instructors. Even if students do remain engaged, they often want information and answers relayed to them in a traditional lecture syle approach. Instructors from a traditional lecture style background may be resistant to embrace active online learning techniques. It is important, when usuing active learning in online courses, to explain the importance of arriving at answers and working through problems yourself, not simply relying on the instructor to tell you whether you are corrrect or not.
Limitations and misconceptions come from various avenues. One being how students are taught throughout their k-12 learning lifespan. They are use to being told what to do, and no critical thinking on their behalf occuts when participating in online courses. Also, for in classroom instructors that are new to online teaching and active learning, they feel the teaching is not as effective.
Active learning is commonly considered as a better way of teaching and learning encourages people to understand information within its context. Sometimes memorization is necessary even though its time consuming it is important to engage and motivate the student to prevent boredom. For example, the students may be asked to complete a project and the purpose of this method is that students benefit from learning how to work together instead of on an individual basis. Instructors’ must have a positive attitude because it will effectively help the students in their learning process.
There are many misconceptions as well as expectations about online classes. I have heard exactly what the lesson mentioned that online classes are easy A's, which is not true. Just like traditional classes, learners must do the work to earn the grades. Per lesson, many learners expect the lessons to be "spoon fed", then they just have to do some simple tasks and the lesson is done.
As an educator, there are many aspects to consider when creating lesson plans for learners. As in this class, I appreciate the consistency and format of the class as well as the clearly defined process. I would try to duplicate this process when designing my class. Clearly defined intructions, and consistency will minimize confusion.
It is interesting that in some respect what is addressed as an issue is that students may not have had a significant amount of critical thinking skills before entering higher education. I wonder how a better bridge can be built.
Making sure there is appropriate access to technology is important and making sure there is knowledge and a plan for if technology fails.
What struck a chord with me during this portion of the course was the failure of technology. Having experienced this first hand with intermittent WIFI, it can certainly bring a halt to the learning environment. Always having a backup plan is a great method to incorporate for this issue that will take place sooner or later.
Reply to Samuel Beaumont's post: agreed!
Some limitations and misconceptions relating to the transition to active learning are, instructor concerns with changing delivery and loss of control of their process, student transition to ownership of their own learning process, providing motivation for student driven self-actualization, institutional academic support, enabled supportive technology.
