Active learning is a teaching strategy that involves directly engaging students in the learning process. The first formal definition of active learning came from a 1991 monograph entitled Active Learning: Creating Excitement in the Classroom that academics Charles C. Bonwell and James A. Eison authored.

In an active learning environment, students learn concepts through hands-on practical application rather than passively listening or note-taking as a teacher presents them with material to absorb. Active learning approaches often emphasize problem-solving, critical thinking, and group work over large lecture presentations that don’t require student participation. Active learning improves student knowledge retention, and it prepares them for more success in higher education than passive learning.

Unlike active learning, the passive learning format involves an instructor presenting information to the learners as they listen, take notes, and absorb the information as best as possible. Here are some of the basic differences between active and passive learning:

• Classroom activities: A lecture, slideshow presentation, reading from a textbook, or watching an instructional video are all passive learning methods. Active learning involves more hands-on tactics—like group discussions, simulations, and excursions—allowing students to make their own meaning of the material.
• Information retention: Passive learning activities typically result in poorer student performance than active learning methods because it’s easier for students to lose interest when they’re not facilitating their own learning.
• Instructor role: Passive learning methods put the onus on the instructor to teach the students, while active learning encourages the instructor to facilitate an environment in which the students can teach themselves.
• Student participation: Passive learning class time may not require all students to participate and engage in the class discussion, which makes it difficult for the teacher to get an accurate read on which learners understand the course material and which don’t. An active learning environment requires all students to participate, even if they are in smaller groups.

It’s worth noting that active learning and passive learning aren’t mutually exclusive. Teachers often supplement a passive teaching method (such as a large class lecture) with an active learning activity allowing students to apply the course material. For example, a teacher might provide students with an electronic clicker device to use throughout the lesson to use whenever they don’t understand a concept.

Active learning techniques tend to improve student learning outcomes for several reasons, including:

1. Boosting knowledge retention: Active learning encourages long-term knowledge retention because students develop a deeper understanding of the course materials than simply memorizing surface-level facts and information would foster.

2. Creating assessment opportunities: Active learning helps students correct misconceptions about the course material since they receive more feedback on their comprehension throughout the lesson, both from teachers and peers.

3. Fostering skill development: Active learning promotes the development of higher-order thinking skills (HOTS) like problem-solving, critical thinking, analysis, evaluation, synthesis, and metacognition (the awareness of one’s own thought process).

4. Encouraging creativity: Collaborating with peers and taking an active role in teaching themselves gives students the support to question concepts and develop creative approaches to learning.

5. Increasing motivation: A student’s desire to learn increases when they know they can play an active role in the learning process instead of passively listening to an instructor’s interpretation of course material.

6. Promoting collaboration: Many active learning techniques encourage learning experiences that involve engaging with other students, either in small groups or with the entire class. In addition to building meaningful connections, group collaboration allows students to bounce ideas and questions off each other so they more easily understand complex concepts.

Teachers can use many active learning strategies in both large lecture settings and small class environments. Here are a few examples:

1. Group games: Playing a class game to help students review a topic is a fun, interactive learning strategy that uses a reward—like snacks, extra credit, or another perk—as a motivational incentive. Team games that encourage collaboration and critical thinking skills are especially effective as they allow peers who comprehend the material to help struggling students.

2. Minute papers: This method involves asking students a question and giving them a short time period to write down a response, allowing them to put their critical thinking skills to use. Afterward, each student shares their response with the class and the teacher opens the floor for group discussion. A teacher can also use minute papers as a way to review information from a previous lesson and determine how well students absorbed key concepts.

3. Polling: For this classroom assessment technique, a teacher pauses throughout a traditional lecture to ask students a multiple-choice question. The students briefly consider the question before responding with an electronic handheld clicker or smartphone application. The teacher then examines the poll answers, explains the correct solution, and leads a discussion to explore why some students chose incorrect answers. Polling keeps students engaged while ensuring they understood the lesson properly.

4. Role-playing: In this technique, the instructor gives students a prompt describing a hypothetical scenario relevant to the lesson that the class must act out. Instructors can base role-playing scenarios on real-life case studies or completely fictional simulations. For example, a US Government class teacher could give students an old Supreme Court case, assign them roles of real-life justices, and direct them to debate the case while role-playing in character as those officials. This method fosters a high level of student engagement by allowing the class to put themselves in the context of the lesson.

5. Think-pair-share: This cooperative learning strategy breaks down into three steps. First, the instructor poses a question and the students consider it. Next, the students pair up into groups of two to discuss and critically reflect on each other’s answers. Finally, each pair shares their thoughts with the entire class, which evolves into a classroom discussion.

6. Virtual field trips: In the digital age, instructors don’t have to physically bring a class to a location to experience its educational benefits. Virtual field trips can take several forms. On the more complex end, a real-life tour guide can usher students through a museum via live video and audio. On the simpler end, a virtual field trip could involve the teacher pulling up a live video feed from a location—like a zoo or an aquarium—and using the footage as the basis for a lesson.

7. Virtual discussion boards: Online discussion boards are a great tool for encouraging active learning outside of the classroom. Instructors may require students to post observations, ask questions, and answer prompts before and after class. Instructors can then use the virtual class discussion as a jumping-off point for the next in-person class session.