Educators, learners and active learning methodologies

Kane, L. (2004) Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), pp. 275-286. (doi: 10.1080/0260/37042000229237)

Abstract

Picking up from a previous publication in IJLE, the primary objective of this article is to engage in a critical analysis of the concept and practice of 'active' (including 'participatory') learning as well as the usefulness to educators of 'active learning methodologies'. Through a review of relevant literature and research, highlighting problems in theory, and an analysis of examples of active learning in practice, the article addresses a number of issues raised by previous attempts to promote active learning. It argues, in conclusion, that while promoting active learning is generally a good thing, the success of an active learning methodology depends not on methodology alone but, ultimately, on the constantly-evolving, dialectical relationship between methodology and learners, mediated by the educator. Practical implications are that educators need not be over-obsessed about questions of methodology, though it is important to experiment with new methods and make them a constant focus of discussion between educators and learners; further research could focus on the extent to which (and under what circumstances) educators and/or learners might change (or already have changed) their perceptions about different ways of teaching and learning.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Kane, Dr Liam
• Authors: Kane, L.
• Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
• College/School: College of Social Sciences > School of Education
• Journal Name: International Journal of Lifelong Education
• ISSN: 0260-1370
• ISSN (Online): 1464-519X
• Published Online: 20 February 2007