Active
learning

Active learning increases the learning outcome or the accrual of knowledge, skills and attitudes. You will be encouraging students to apply themselves to the learning content you offer them actively, through active teaching methods. In this way they will learn more effectively and intensively.

The learning process consists of three phases: observation; processing; and consolidation. For each phase different active methods apply.

• Observation phase: activate your students to assimilate the learning content in various ways. For example, by showing them an instructional film explaining an action. Or engaging them in a structured discussion in which the learning content is explained through dialogue.
• Processing phase: allow students to actively process and retain the learning content. If you plan to do this by means of a case, split the case up into a problem and a solution and have students anticipate the solution by means of open and closed questions.
• Consolidation phase: encourage your students to apply the learning content they have processed to a new situation. Teaching methods, such as think-pair-share are ideal for this: in groups, your students solve a problem on the basis of their previously acquired knowledge. Ideal for putting theory into practice, for example, are labs, practicals or internships.

Active learning improves the motivation of your students, provided your active teaching methods pay proper attention to autonomy, competence and affinity.

• Autonomy: allow your students to assume responsibility for their learning process and to make their own choices, for example about the place and the pace at which they learn. Alternatively, use interim (self-)assessments to give them insights into their progress.
• Competence: not all students begin from the same starting point. Give them a chance to work on developing their basic competences by providing them with a clear structure, support and guidance. Give them encouragement and constructive feedback.
• Affinity: explain clearly why the information you are giving them is relevant. For example, set learning goals at the beginning of each chapter. Provide recognisable, realistic examples from the professional context which students can work towards.