In this new era of AI disruptions, the need for active learning has never been clearer. While AI offers powerful tools to streamline tasks and deliver personalized learning experiences, it’s the hands-on, interactive nature of active learning that empowers individuals to truly think, innovate, and adapt. Much like the roots of a tree that keep it grounded as it grows, active learning provides the foundation for developing critical thinking and problem-solving skills in a world of constant technological evolution. This post explores the intersection of AI, active learning and education. It will uncover why fostering active learning experiences enhanced by technology and AI is essential to prepare learners for the challenges and opportunities ahead.
What is Active Learning?
The term as we know it today was coined in 1991 by Charles Bomwell and James Eison in their work “Active Learning: Creating excitement in the classroom.” Bomwell and Eison described active learning as “instructional activities involving students in doing things and thinking about what they are doing.” But the framework that underpins active learning pre-dates Bomwell and Eison.
The theory of constructivism underpins some of the greatest influencers in educational theorists in the 1900s, including Piaget, Dewey, and Vygotsky. Constructivism is based on the understanding that learning occurs when learners can actively integrate new information into an already existing schema that they possess. To learn, learners must directly process information through contextual application rather than passively receive it, and learning is inherently a social activity where learners can construct knowledge together.
In simpler terms, active learning emphasizes student engagement and participation. As opposed to passive learning, active learning techniques encourage learners to actively process and apply knowledge through various activities, such as group discussions, problem-solving tasks, and hands-on projects. Active learners take responsibility for their learning, exploring concepts deeply and collaboratively.
Active Learning vs Passive Learning: The Evidence
In the virtual Active Learning Impact Study, recently performed by Engageli, it was found that active learning methodologies increased participant talk time by 13x, nonverbal participant engagement by 16x. Test scores reflecting knowledge retention saw an increase of up to 54% for active learner groups.
Massachusetts Institute of Technology (MIT) introduced active learning classrooms and active learning strategies in 2001. One method used by MIT is to utilize circular tables to encourage student engagement through collaboration and discussion. As a result of MIT’s active learning practices, the failure rate in introductory physics was cut by 50% compared to traditional passive learning classes and they have since focused on applying these principles to technology-enabled and virtual classrooms (Dori, Y. J., & Belcher, 2004).
Despite the substantial evidence that active learning strategies are superior to traditional teaching, passive learning is much more prevalent than one might think. An AEA study, it was found that instructors estimated that they lecture for about 78.5% of class time; however, the actual average was found to be 89%. “This discrepancy between perception and reality is statistically significant” (Sheridan & Smith, 2020).
Why is Active Learning Important?
Active learning is essential because it significantly enhances the educational experience. Research consistently shows that when learners engage in actively constructing their own understanding, they are more likely to retain and process new information effectively. Unlike traditional, lecture-based teaching methods, active learning fosters a deeper connection with the material, leading to improved comprehension and application of knowledge.
Moreover, studies indicate that students in active learning environments have a lower failure rate compared to those in conventional courses. This is because active learning promotes critical thinking, collaboration, and problem-solving skills, empowering learners to take charge of their education.
It's important to note that implementing active learning doesn't require complex technology or specialized materials. Instead, it thrives in an environment that encourages interaction, discussion, and experimentation. By cultivating a supportive context for active learning, educators can create dynamic classrooms where students feel engaged and motivated to explore their subject matter.
Active Learning in the Age of AI
In today’s rapidly evolving landscape, where artificial intelligence (AI) is reshaping the way we learn and work, active learning has become even more critical. AI-powered tools now offer unprecedented opportunities to personalize education, automate routine tasks, and provide real-time feedback. However, the role of active learning is to ensure that learners remain engaged, critical thinkers in this new environment. As hybrid and online learning environments continue to grow, we must focus on fostering interactive, inclusive, and meaningful learning experiences that encourage creativity, adaptability, and collaboration.
AI's disruption highlights the need for human-centered learning approaches that go beyond passive consumption of information. Active learning empowers students to navigate these changes, equipping them with the skills to question, collaborate, and drive innovation. The flexibility of online education, combined with AI’s capabilities, offers personalized paths for learners while broadening access and amplifying diverse perspectives in the classroom.
Yet, even in this tech-driven era, the social dimension of learning remains crucial. Vygotsky’s (1978) assertion that community is essential to "making meaning" holds true today. Active learning, supported by AI, must continue to build strong connections among learners, encouraging real-time collaboration, critical discussions, and the development of problem-solving skills. By strategically integrating AI with active learning practices, we can elevate learning experiences and ensure that students are not only engaged but also prepared to thrive in a world shaped by technological advancements.
The Role of Technology in Enhancing Learning Impact
The technology builds context, a virtual space or environment where active learning can take place, where a teacher or instructor can easily follow the principles of active learning to ensure the most effective experience for their learners. Conversely, if not purpose built for learning, technology can force an instructor to press-fit or change their ideal teaching flow based on what the technology can do. Choosing the right digital tools that support learning and training is critical and will influence learners success, outcomes and the value gained from the learning experience.
Questions to consider when selecting a digital learning tool:
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- How easy is it to access the virtual space?
- Can learners participate easily?
- Does the technology meet or exceed accessibility standards?
- Is the technology flexible? Can the instructor easily set up desired activities and learning flows?
- Does it provide an inclusive environment?
- Can learners fully participate and actively engage in their learning from any location?
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Educause published an article that outlines a simple rubric to evaluate active learning technologies. Their key criteria are as follows:
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- Easy to use
- Participation
- Broadly available
- Equitable
- Flexible
- Suitable for active learning activities
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Please feel free to open a copy of the rubric to evaluate any technologies you might be considering for active learning at your institution.
Engageli is a learning platform purpose-built to facilitate active learning, where the interface and product features are based on research-informed best practices for teaching and learning.
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References:
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- Vanderbilt University Center for Teaching. (n.d.). Active Learning. Retrieved from https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Active-Learning.pdf
- Bonwell, Charles C., & Eison, James A. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Document ED336049. Retrieved from https://files.eric.ed.gov/fulltext/ED336049.pdf
- Sheridan, Brandon J., and Ben Smith. 2020. "How Often Does Active Learning Actually Occur? Perception versus Reality." AEA Papers and Proceedings 110: 304–08. DOI: 10.1257/pandp.20201053.
- Dori, Y. J., & Belcher, J. (2004). "Educational Innovation in Introductory Science: The TEAL Experience." Journal of Learning Sciences, 10(1), 1-25. Retrieved from https://web.mit.edu/jbelcher/www/TEALref/TEAL_Dori&Belcher_JLS_10_01_2004.pdf
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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Additional Contributor: Sasha Mathrani