Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review

Patton, Cheryl M.

doi:10.9743/jir.2015.17

Cited by 12 publications

(8 citation statements)

References 13 publications

(21 reference statements)

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“…Potential challenges with implementing the health policy course activities include shifting focus from the instructor as an authoritarian to a facilitator (Patton, 2015). Active learning may be uncomfortable for instructors who mostly deliver lecture content and engage in passive learning pedagogy.…”

Section: Discussionmentioning

confidence: 99%

Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach

Payán

2021

Pedagogy in Health Promotion

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Public health programs are increasingly offering health policy content to meet workforce demand for public health professionals with health policy analysis and communication skills. Undergraduate public health education in health policy and related curriculum is lacking. Existing work describes service- and experiential learning approaches, which may not be feasible in large courses or public health programs with limited administrative or financial resources. This article describes health policy curriculum, learning objectives, and course activities (i.e., individual writing assignment, mock policy debate, and policy analysis exercise) that integrate an active learning approach and use simulation to develop policy analysis and communication skills in an undergraduate classroom setting. An active learning approach can increase teaching effectiveness, critical thinking, peer interaction, and student engagement to cultivate these applied skills. The described curriculum has been used in various modalities (in-person, hybrid, and remote) with positive reception in a public research university with a high percentage of first-generation college students. Student course evaluations and an independent assessment of the policy analysis exercise reflect high student interest, engagement, problem solving, satisfaction, perceived benefits, and application of policy analysis and communication skills, providing support for teaching health policy curriculum to undergraduate students using an active learning approach. The discussion includes strategies to address resistance by public health instructors and students to using active learning techniques.

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Section: Discussionmentioning

confidence: 99%

Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach

Payán

2021

Pedagogy in Health Promotion

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“…In addition, research conducted by Cattaneo (2017) which states that, "... practice may find this discussion on active learning pedagogies, not only in comparing and concurrent pedagogies but also in recognizing their limitations to meet students' needs". Furthermore, research conducted by Patton (2015) states that "Much empirical evidence suggests that student outcomes improve with a more active learning approach, where the educator takes on a role of facilitator, taking into consideration students learning style, attention span and specific needs ".…”

Section: Discussionmentioning

confidence: 99%

The Influence of Active Learning on the Concept of Mastery of Sains Learning by Fifth Grade Students at Primary School

Setiawan¹

2019

INT J EDUC METHODOL

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The research aims to know the effect of Active Learning on the concept of mastery of Sains learning by fifth grade students at primary school. The method that is used in this research is a quasi-experimental research. The aspect being measured in this research was comparing two learning groups. Experiment group was exposed to Active Learning Model and control group to conventional learning model. The data population of this research was all fifth grade students (28 students) at Primary School Soropaten 2 district Klaten in academic year of 2017/2018. The population was then divided into two classes. 14 students were in the experiment class, and 14 students were in the control class. The data sampling of research conducted with cluster random sampling. Data collection techniques included tests and observations. Data analysis was done by using a t-test and descriptive statistics. The results showed that learning with Active Learning Model influences the concept mastery of sains learning. The result learning by fifth-grade students Primary School showed 2.990 with the significance level at less than 0.05 i.e., 0.006.

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“…Bonwell & Eison (1991) defined active learning as the activities that require students to do them and think about what they are doing. Empirical evidences in research have proved that active learning approach where teachers take the role of facilitators and consider students' needs and learning styles yields better outcomes (Patton, 2015).…”

Section: Active Learning Approachmentioning

confidence: 99%

“…To sum, active learning is not limited to gaining information; it rather helps develop students' skills and prepare the student to take an active role in the society (IBO, 2008;Williams, 2011;Berek, 2013;Colthorpe et al, 2014;Patton, 2015). Hence, the implementation of active learning approach requires teacher leaders (Northouse, 2013) who empower students and refuse to have them as passive learners (Ghamrawi, 2013).…”

Section: Active Learning Approachmentioning

confidence: 99%

“…Based on the foregoing, it could be argued that teachers who evaluated themselves were those who conducted research in the education field. Moreover, item (26) showed that 47% of the teachers rarely or never attended workshops and training courses. According to the related literature, teacher leaders should commit to continuous professional development activity and seek learning in different ways (Lumpkin et al, 2014).…”

Section: Colleagues and Self-development Fieldmentioning

confidence: 99%

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Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study

Ghamrawi¹,

Al-Hassan²

2019

ijSciences

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This study investigated the impact of an intervention program on developing teacher leadership skills by developing teachers' capacities on shifting classrooms from teacher-centered to student-centered learning environments. Findings of this paper are part of a larger study that employed the action research methodology, and was carried out over the course of one academic year in a K-12 private school in Mount Lebanon. The sample involved 15 teachers and data was collected through (1) a classroom observation tool; and (2) a teacher leadership survey. Data collection instruments were administered before and after the intervention program that aimed at leveraging the repertoire of classroom practices into student-centered learning environments. Microsoft Excel was employed to calculate descriptive statisctics. Results showed that the intervention had a slight, yet appreciable impact on the teaching-learning environment; and supported the development of teacher leadership skills.

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Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review

Abstract: Traditional higher education instruction involves an

Cited by 12 publications

References 13 publications

Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach

Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach

The Influence of Active Learning on the Concept of Mastery of Sains Learning by Fifth Grade Students at Primary School

Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study

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