Active learning in lectures

Academics may see lecturing as the only way to cover all the content in a course. Is the lecturer there to cover the content? Students quickly forget the information presented in class and do not know how to use the information that they do remember (Ramsden, 1992). How does the lecturer engage students in the learning process while covering the content? Using active learning strategies might be one answer. What is active learning? There are any number of definitions but put simply, active learning "involves students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991, p. 2). And 'doing' means more than just listening. Active learning in a lecture means that students are engaged and not simply passively absorbing (or not) information that is provided by the lecturer. The attention span of the average student is quite short. Incorporating an active learning strategy in a lecture may regain the students' attention and continue to engage them for another short period.

Incorporating active learning into a lecture may take more preparation time than just planning 45 minutes of talking. Bonwell and Eison (1991) have identified a number of other barriers to incorporating active learning into a lecture. One significant barrier is educational tradition, that is, doing what has always been done and the lack of support of colleagues and departments. Another is the unwillingness and unpreparedness of students who have become conditioned to the passive didactic lecture. Lecturers need to be open with students explaining why particular learning strategies are being used and to help students see the benefits of active involvement in their own learning.

Perhaps the most significant barrier to using active learning is the risk factor. The risk of losing control of the class, the risk of a strategy failing, the risk of low student ratings when trying something new, the risk of being seen by colleagues as not teaching properly. Teaching is a risky business and change will not occur without taking some risks. To reduce the risk, start with low-risk active learning strategies. (See Active learning strategies, Issues of Teaching and Learning Vol 7 No 8 September 2001)

• Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.
• Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.

Previously published in
Issues of Teaching and Learning. Vol 7 No 8 September 2001