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EMPOWERING STUDENTS TO BECOME EFFECTIVE LEARNERS THROUGH ACTIVITY BASED LEARNING
Corresponding Author(s) : Dr. S Kanchana
Humanities & Social Sciences Reviews,
Vol. 7 No. 5 (2019): September
Abstract
Purpose of the study: Activity based learning helps students to learn actively in classroom and it also provides ample scope for experimental learning. Students are to be provided opportunities and optimum learning environment to explore their knowledge and skills. It would broaden the understanding of concepts and theories in their core premises. It enhances the learning process and the students as active learners.
Methodology: Interactive learning strategies are categorized as individual learning and group learning strategies. Individual activities may include flipped learning, polling answers and questions. Group activities include pair and share strategy, inspire and initiate scenarios.
Main Findings: Interactive learning strategies, E-Learning and M-Learning are preferred modes for the students, promotes the cognitive level of the learners, achieved learning objectives. It is essential to suggest and design innovative learning practices.
Implications: Higher education institutions and even schools are using various enhanced interactive learning practices, educational apps and M-Learning techniques. These activities enhance the student engagement in the classroom. By implementing activity based learning practices, learners become investigators and strive to make best real time decisions for different scenarios.
Novelty/Originality of this study: Enhanced learning strategies promotes cooperative learning and efficient for large group of learners.
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- Abeysekera L and Dawson P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. DOI: https://doi.org/10.1080/07294360.2014.934336
- Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal Of Special Education, 44(3), 341-358. doi:10.1111/1467-8578.12177. DOI: https://doi.org/10.1111/1467-8578.12177
- Arnold-Garza, S. (2014), The Flipped Classroom Teaching Model and its use for Information Literacy Instruction, 8 (1). http://files.eric.ed.gov/fulltext/EJ1089137.pdf. DOI: https://doi.org/10.15760/comminfolit.2014.8.1.161
- Gilboy M.B, Heinerichs S., Pazzaglia G., (2015), Enhancing Student Engagement Using the Flipped Classroom, Journal of Nutrition Education and Behaviour, Vol. 47 (1), 109-114. https://doi.org/10.1016/j.jneb.2014.08.008. DOI: https://doi.org/10.1016/j.jneb.2014.08.008
- Goedhart, N.S., Blignaut-van Westrhenen, N., Moser, C. et al. Learning Environ Res (2019) 22: 297. https://doi.org/10.1007/s10984-019-09281-2. DOI: https://doi.org/10.1007/s10984-019-09281-2
- Steve Black and James D. Allen. (2017). Insights from Educational Psychology Part 2: Goals, Mindset, and Self-Regulation, Reference Librarian, 58(2), 159-173. doi:10.1080/02763877.2016.1221787. DOI: https://doi.org/10.1080/02763877.2016.1221787
- Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307. https://doi.org/10.1080/13562517.2017.1379481 DOI: https://doi.org/10.1080/13562517.2017.1379481
- William B. Wood, Kimberly D. Tanner.(2012),CBE Life Sci Educ. 2012 Spring; 11(1): 3–9. Https://doi: 10.1187/cbe.11-12-0110PMC3292071
References
Abeysekera L and Dawson P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. DOI: https://doi.org/10.1080/07294360.2014.934336
Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal Of Special Education, 44(3), 341-358. doi:10.1111/1467-8578.12177. DOI: https://doi.org/10.1111/1467-8578.12177
Arnold-Garza, S. (2014), The Flipped Classroom Teaching Model and its use for Information Literacy Instruction, 8 (1). http://files.eric.ed.gov/fulltext/EJ1089137.pdf. DOI: https://doi.org/10.15760/comminfolit.2014.8.1.161
Gilboy M.B, Heinerichs S., Pazzaglia G., (2015), Enhancing Student Engagement Using the Flipped Classroom, Journal of Nutrition Education and Behaviour, Vol. 47 (1), 109-114. https://doi.org/10.1016/j.jneb.2014.08.008. DOI: https://doi.org/10.1016/j.jneb.2014.08.008
Goedhart, N.S., Blignaut-van Westrhenen, N., Moser, C. et al. Learning Environ Res (2019) 22: 297. https://doi.org/10.1007/s10984-019-09281-2. DOI: https://doi.org/10.1007/s10984-019-09281-2
Steve Black and James D. Allen. (2017). Insights from Educational Psychology Part 2: Goals, Mindset, and Self-Regulation, Reference Librarian, 58(2), 159-173. doi:10.1080/02763877.2016.1221787. DOI: https://doi.org/10.1080/02763877.2016.1221787
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307. https://doi.org/10.1080/13562517.2017.1379481 DOI: https://doi.org/10.1080/13562517.2017.1379481
William B. Wood, Kimberly D. Tanner.(2012),CBE Life Sci Educ. 2012 Spring; 11(1): 3–9. Https://doi: 10.1187/cbe.11-12-0110PMC3292071