Educators, learners and active learning methodologies

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.

Notes

Liam Kane is a senior lecturer in the Department of Adult and Continuing Education in the University of Glasgow (Scotland), commissioning editor for the journal Concept and author of Popular Education and Social Change in Latin America (London: Latin American Bureau 2001).

Additional information

Notes on contributors

LIAM KANE

Liam Kane is a senior lecturer in the Department of Adult and Continuing Education in the University of Glasgow (Scotland), commissioning editor for the journal Concept and author of Popular Education and Social Change in Latin America (London: Latin American Bureau 2001).