Active Teaching and Learning: The State of the Literature

Abstract

The literature on active teaching and learning in international studies has developed significantly in recent decades. The philosophy behind active teaching approaches focuses on the goal of empowering students and promoting knowledge retention through engagement and experiential learning. Teacher-scholars in many different disciplines have contributed to a wide and increasingly deep literature on teaching with purpose. They identify best practices, including the importance of designing exercises that have clear educational objectives, exploring examples and alternative ways of engaging students, detailing clear procedures, and implementing assessment protocols. Examples of popular and successful active teaching and learning approaches include teaching with case studies and problem-based learning in international studies, where students confront the complexities of an issue or puzzle, and reason through potential solutions. Other instructors employ structured debates in the classroom, where students are assigned common reading materials and then develop arguments on one side or another of the debate in order to critically examine issues. More teachers are engaging students through use of alternative texts like literature and films, where reading historical narratives, memoirs, or even graphic novels may help capture student interest and promote critical thinking and reflection. In addition, simulations and games remain very popular—from simple in-class game theory exercises to semester-long role-playing simulations of international diplomacy. Studies show that all of these approaches, when implemented with clear educational objectives and intentionality, can promote student learning, interest, and retention of knowledge and perspectives. Finally, teacher-scholars have begun to embrace the importance of assessment and thoughtful reflection on the effectiveness of active teaching and learning techniques for the international studies classroom. Evidence regarding the achievement of learning outcomes, or potential limitations, can help inform improvements in experiential learning program design for future iterations.

One World, Two Classrooms,Thirteen Days: Film as an Active-Teaching and Learning Tool in Cross-National Perspective

“…And active learning has been shown to help students develop a sense of personal efficacy and the willingness to take risks in expressing and acting on their ideas (Krain and Nurse 2004). For a more extensive discussion of the wide-ranging pedagogical effects of active teaching and learning in the IR classroom, see Lantis, Kille, and Krain (2010).…”

“…In discussions of theories and texts, the instructor plays the role of discussion facilitator during the in-class exploration of a particular case. The instructor uses questions and prompts to get students themselves to outline the parameters of the case or problem, to explore its relevant theoretical and policy issues, and to evaluate the (potential) outcomes (Golich et al 2000;Lantis, Kille, and Krain 2010). Student-centered reflection, in which students have the opportunity to discuss their understanding of the case, allows both students and instructors to connect active-learning experiences back to a larger theoretical context.…”

“…Student-centered reflection, in which students have the opportunity to discuss their understanding of the case, allows both students and instructors to connect active-learning experiences back to a larger theoretical context. Such reflection is crucial to the learning process and is the key place where vital connections are made between cases examined or student experiences and the theories or arguments that they have explored (Lantis, Kille, and Krain 2010).…”

“…In Lantis, Kille, and Krain's (2010) survey of the literature on ATL in international relations (IR) that draws on work primarily done in the United States, the authors identify a wide range of benefits, including enriching student understanding of key concepts in international affairs, creating powerful and effective learning environments by encouraging students to take risks and to express their views on complex and controversial issues, and increasing the retention of knowledge. In other countries, such approaches have evolved more recently as IR has emerged as a distinct field of inquiry and study.…”

The Development of Rubrics to Measure Undergraduate Students' Global Awareness and Global Perspective: A Validity Study

“…Lantis, Kille, and Krain (2010) asserted that active learning strategies increase comprehension, help students make connections between theory and practice, and increase knowledge retention. In particular, case study and problem-based learning encourage these outcomes through critical thinking and multiperspective analysis (Lamy, 2007).…”