Learning tasks: How does the learning happen?

Traditionally, teaching in universities was carried out by “the knowledgeable expert, the sage on the stage, who expounds the information the students are to absorb and to report back accurately” (Biggs & Tang, 2011, p. 18). However, with the explosion of readily available information, the role of the knowledgeable expert is to do more than just transmit knowledge. Now the expectation of university teaching is to engage the students with the knowledge that enables them to construct meaning appropriate to the learning outcomes. Learning is an internal process that involves building on previously adapted schema (Biggs & Tang, 2011). More details regarding learning theories can be found in Week 11. Learning and teaching theories. 

Learning does not happen just because you have told your students the information. It requires a range of processes that enables the student to look at the knowledge from a variety of perspectives, hear the ways in which it is relevant to them and handle the knowledge in the context of the subject (Chickering & Gamson, 1987). Active learning enables these processes to happen. Active learning is "any learning activity engaged in by students in a classroom other than listening passively to an instructor’s lecture" (Faust & Paulson, 1998, p. 4). Basically the term focuses on the ‘doing’ that propels learning. There is substantial evidence, as noted in the section below, which supports the effectiveness of active learning strategies. These studies raise questions about the use of traditional lectures and supports active learning as the preferred teaching practice.

Active learning strategies have been linked to improved student academic performance (Hake, 1998; Michael, 2006; Chaplin, 2009) and better student attitudes and improvements in students’ thinking and writing (Bonwell & Eison, 1991). Similarly, in the largest and most comprehensive meta-analysis of 225 Science, Technology, Engineering, and Mathematic (STEM) studies to-date, Freeman et al. (2014) compared traditional lectures to active learning modes like group problem solving and the use of student response systems (such as clickers, workshops etc.) and found the following benefits:

• the average examination score was 6% higher in active learning classes compared with traditional lectures;
• students in traditional lectures were 1.5 times more likely to fail than students in classes with active learning; and
• interestingly, of the nine studies that had the most positive student outcomes, seven were lecture free.

In addition to developing active learning strategies as part of the learning design, providing opportunities for learning with others enhances the process of creating meaning. Talking with others, questioning and discussions all contribute to the students making meaning of the concepts as they relate to their knowledge and experience. Learning with others can sometimes be formally structured as collaborative learning. For further information regarding collaborative learning, refer to Week 8. Collaborative learning: Harnessing student interactions for deep learning.

The quotes featured within the remainder of this module reflect the comments made by the authors' colleagues who are noted on the Authors page of this module.

‘… to help the class move beyond information sharing to active learning and application of knowledge … I get students to form small groups in class and ask them to discuss cases and to solve problems. Let the students take the lead. (This) process requires me (the teacher) to trust the chaos - the buzz. I walk around and check in on the groups.’

A handy summary of good teaching practices can be found on the A guide to good teaching practices factsheet [pdf, 527KB] Links to an external site. by the University of Western Sydney.