Open Access
Subscription Access
Open Access
Subscription Access
From Passive to Active Learning:Experience From INES-Ruhengeri,A University of Applied Sciences in the Republic of Rwanda
Subscribe/Renew Journal
The aim of this study was to explore students and lecturers' attitudes and views towards active learning strategies (ALS) implemented at the Institute1 Enseignement Superieur de Ruhengeri (INES-Ruhengeri), an Institute of applied sciences in Rwanda. Each class was taught in an active (non-traditional) manner for one course and in a passive (traditional) manner for another course. Several active learning methods (Think-Pair-Share, Card for Active Learning, Cooperative Learning, Supporting all the students, & Expert group) have been implemented during student teaching sessions. Questionnaires and interviews were administrated to students and lecturers, and then data were analysed. The results have shown that 78% of students learn better when the lesson involves ALS and it helps them to understand things better. 58% said that they enjoy lessons more if they involve ALS. It has also been reported (56%) that ALS helps students to communicate and to have better relationships with other classmates. The study has also found that over 82% of the lecturers agree that using ALS have a positive effect on students' performance. This is very encouraging as it will help to improve the teaching and learning of students at INES. About 75% of the lecturers agreed that ALS methods ensure that total participation of students is achieved, integrate the learners'experience and makes students interact in class. Some lecturers (15%) indicated that the class size of students and workload can affect the ability to use ALS. The different findings of this research will probably be useful for other institutes about the best ALS that the academic staff members in developing countries need for their teaching work, especially in the context of applied sciences.
Keywords
Passive Learning, Active Learning, University of Applied Sciences, INES-Ruhengeri.
Subscription
Login to verify subscription
User
Font Size
Information
- Abdel, M. E., & Collins, M. (2017). Students perceptions of lecturing approaches: Traditional versus interactive teaching. Advances in Medical Education and Practice, S, 229-241.
- Carvalho, H., &West, C. A. (2011). Voluntary participation in an active learning exercise leads to a better understanding of physiology. Advances in Physiology Education, 35, 53-58.
- David, R. (2016). Engaging and supporting all our students to read and learn from reading. Primary English Teaching Association Australia. ISSN 2200-2189.www.petaa.edu.au.
- Ernst, H., & Colthorpe, K. (2007). The efficacy of interactive lecturing for students with diverse science backgrounds. Advances in Physiology Education, 31,41 -44.
- Faust, J. L., & Paulson, D. R. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching, 9(2), 3-24.
- Habineza, F. (2016). An exploratory survey of students attitudes towards mathematics at INES-Ruhengeri inRwanda. INESScientific Journal, 77(3), 83-99.
- Habineza, F. (2018). An exploratory survey ofundergraduate students attitudes towards research at INES-Ruhengeri in Rwanda. International Educational Applied Scientific Research Journal, i(3), 1-5.
- INES-Ruhengeri (2016). INES-Ruhengeri as an institute of applied sciences: Education Handbook for Lecturers. Musanze: INES-Ruhengeri
- Lorn, B. (2012). Classroom activities: Simple strategies to incorporate student centered activities within undergraduate science lectures. Journal of Undergraduate Neuroscience Education, 11, A64-A71.
- Lujan, H. L., & DiCarlo, S. E. (2006). Too much teaching, not enough learning: What is the solution? Advances in Physiology Education, 30,17-22.
- Merritt, J. (2001). MBA programs are going back to school: Anew crop of deans faces pressure to improve the way b-schools prepare grads for a complex workplace. Business Week. Augustl9, 2003, from http://www.businessweek.com/magazine/content/0119/b3731083.htm
- Michael, K. (2006).Where's the evidence that active learning works? Advances in Physiology Education, 30, 159-167.
- Miller, C. J., & Metz, M. J. (2014). A comparison of professional-level faculty and student perceptions of active learning: Its current use, effectiveness, and barriers. Advances in Physiology Education, 35(3), 246-252.
- Nsanzumuhire, U. S., Habineza, F., Nahimana, M., & Mpakaniye, J.P (2018). Identification of possible strategies for implementing PBL at INES-Ruhengeri: A preliminary study. Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, 7(3), 3-24.
- O'Brien, E.M., & Hart, S. (1999). Action learning: The link between academia and industry? Education Research, 47(1), 77-89.
- Richardson, D. (2007). Don't dump the didactic lecture, fix it. Advances in Physiology Education, 32, 23-24.
- Sampsel, A. (2013). Finding the effects of think-pair-share on student confidence and participation. Honors Projects. Paper 28.
- Silberman, M. (1996). Active learning: 101 Strategies to teach any subject. Boston: Allyn and Bacon.
- Wilke, R R (2003). The effect of active learning on student characteristics in a human physiology course for non-majors. Advances in Physiology Education, 27, 207-223. doi:10.1152/advan. 00003.2002
- Yager, R E. (1991).The constructivist learning model. The Science Teacher, 55(6), 5257.
- Yew, T M., Dawood, F. K. P., Narayansany, K. S., Manickam, K. P., Jen, L. S., & Hoay. K. C. (2009). Learning to stimulate active learning in classroom settings: An action research project. Proceedings of the 2nd International Conference of Teaching and Learning (ICTL), INTI University College, Malaysia.
Abstract Views: 253
PDF Views: 0