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Active Learning: Teachers
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Translating active learning into a library instruction setting is not an easy task. Most academic librarians have little first hand knowledge of the concept. Librarians, who usually have weak backgrounds in teaching methods, tend to model how they were taught which means lecturing. Further, the nature of library instruction being a one shot class taught by a librarian who is not the usual teacher, makes it difficult to use many of the recommendations for active learning which work best with semester long courses.
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A follow-up to Bonwell's earlier book, in which teachers using active learning describe how they are doing that and the results. Includes essays on: course structure, enhancing the lecture, writing, computers, small groups, etc. NOTE: The next three items in this series offers more specific comments on three forms of active learning that are especially prominent in good college teaching.
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Providing active learning activities can be difficult for an instructor. Preparing and planning for the activities can be time-consuming and, in some cases, financially costly. When materials, or transportation, or teaching aids are needed for the activity, teachers may be hesitant to utilize it. Often, active learning concepts take much more time to prepare than standard lectures, and ... take much more classroom time to present. Teachers already under pressure to perform and teach specific curricula may not be interested in one more thing to add to their busy schedule.
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Because active learning involves substantial student participation, a student-centered environment is automatically created through this approach. Through greater student-teacher exchange and student-student interaction, learning becomes more student-centered, which creates a classroom that is more conducive to developing foreign language skills.
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Bonwell and Eison define active learning as "instructional activities involving students in doing things and thinking about what they are doing." A simple Q&A format addresses issues of how to create more "active" classroom spaces and what barriers teachers should be
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Having the ability to access multimedia learning tools through mobile devices enables teachers, students and parents to actively participate in education, anytime, anywhere and now with most any device. For example: teachers can post online tests and leave students messages; students can review classroom notes and assignments; and parents can check on their children's progress at any time throughout the semester. Most importantly, this can now occur in classrooms, at home or "on the fly."
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