Passive learning

Occurs when students use their senses to take in information from a lecture, reading assignment, or audiovisual. This is the mode of learning most commonly present in classrooms. It is used to acquire ideas and information that is available for recall.

Advantages:

1. Can present a great deal of information in a short period of time.
2. Lecture notes, handouts, and audiovisual media can be selected and prepared in advance.
3. Controlled environment (faculty more comfortable).
4. Good for new faculty member or one who is teaching new content.
5. Students most often prefer this approach (they are used to this method of teaching).
6. Important concepts and content identified a concrete, organized, and meaningful manner.
7. Students have lower anxiety levels and feel more secure with this method.

Disadvantages:

1. Little opportunity to assess how well students are learning the content.
2. Little time for questions, clarification, or discussion.
3. Students may not feel comfortable letting faculty know that they do not understand key concepts, they are reluctant to ask questions in class, or they may not ask enough questions to clarify their misunderstandings.
4. Does not require consistent use of higher-level cognitive skills (no opportunity for application).
5. May become tedious and boring.

Active learning

Involves the student through participation and investment of energy in all three phases of the learning process (input, operations, and feedback). This type of learning is more apt to stimulate higher cognitive processes and critical thinking.

Advantages:

1. May increase critical thinking skills in students.
2. Enables students to show initiative.
3. Involves students by stimulating them to talk more.
4. Incorporates more student input and ideas.
5. Easier to assess student learning.
6. Better meets the needs of students with varying learning styles.

Disadvantages:

1. Faculty need to be expert in the content area.
2. May be difficult to organize active learning experiences.
3. Requires more time and energy and may be stressful for faculty.
4. Faculty may receive less favorable evaluations from students.
5. Students may be stressed because of the necessity to adapt to new ways of learning.

More about active learning strategies later. Stay tuned!

References

Barr, R.B., & Tagg, J. (1995, November/ December). From teaching to learning: A new paradigm for undergraduate education. Change Magazine, 13-25. http://ilte.ius.edu/pdf/BarrTagg.pdf

Hewlette, C., & King, L. (2004). A recipe for introducing student-based learning into your classroom. Craven Community College.

Jeffries, P.R., & Norton, B. (2005). Selecting learning experiences to achieve curriculum outcomes. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing: A Guide for faculty (2nd ed., pp. 187-212). St. Louis, MO: Elsevier Saunders.