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Active Learning

Active learning strategies actively engage learners in the learning process through activities that encourage participation, reflection, discussion, collaboration, and application of knowledge. Rather than focusing only on listening or note-taking, active learning encourages learners to actively construct understanding throughout the learning experience.

Active learning is closely related to other instructional approaches such as learner-centred instruction, problem-based learning, and experiential learning. Bonwell and Eison (1991) define active learning as “instructional activities involving students in doing things and thinking about what they are doing” (p. 5).

 

Why Use Active Learning?

Active learning activities can be used in online, hybrid, or in-person learning environments and may be formal or informal, graded or ungraded.

Implementing active learning strategies can:

  • Increase learner engagement and participation
  • Support critical thinking and problem solving
  • Provide opportunities for feedback and reflection
  • Help learners apply concepts in different contexts
  • Break up long lectures and maintain attention

Active Learning in Practice

Active learning activities can be adapted to suit the nature of your course, the dynamics of your class, and the amount of time available. Even low-stakes active learning activities can help encourage participation, engagement, reflection, and interaction throughout the learning process.

Below are some best practices for incorporating active learning.

Keep Activities Brief
  • Short activities can help learners remain focused and engaged without becoming overwhelmed. Even a few minutes of active participation can help reinforce learning and maintain attention.
Set Clear Expectations
  • Provide clear instructions and let learners know how and when they will be expected to participate or share ideas. Use a timer, prompt, or guiding questions to keep activities focused and organized.
Use a Variety of Approaches
  • Different learners may engage differently with activities. Using a range of approaches and allowing multiple ways to participate can help support inclusion and flexibility.
Normalize Participation
  • Some learners may initially feel uncomfortable participating actively in class. Gradually introducing active learning activities and acknowledging different comfort levels can help build confidence over time.

 

Examples

  • Brainstorming

    Brainstorming activities encourage learners to generate ideas, responses, or possible solutions related to a topic, question, or problem. This strategy can help activate prior knowledge, encourage creativity, and support exploration of multiple perspectives or possibilities.

    To facilitate a brainstorming activity:

    • Pose a question, topic, or problem to the class
    • Ask students to generate ideas individually or in small groups
    • Encourage them to draw on prior knowledge and experiences
    • Review and discuss responses as a class

    Brainstorming activities can be completed using chart paper, whiteboards, sticky notes, shared documents, or digital tools such as Google Docs.

  • Think-Pair-Share

    Think-pair-share is a collaborative learning strategy that encourages learners to reflect independently, discuss ideas with a peer, and share their thinking with a larger group.

    To facilitate a think-pair-share activity:

    • Pose a question or problem to the class
    • Give students time to think about the question individually
    • Ask students to discuss their ideas with a partner or small group
    • Invite pairs or groups to share their responses with the class

    This strategy can help increase participation, encourage critical thinking, and provide learners with opportunities to process and refine their ideas before contributing to a larger discussion. You can also use polling tools such as Mentimeter to collect and share responses.

  • Discussion Activities

    Discussion activities encourage learners to engage in dialogue, think critically, and explore different perspectives related to a question, topic, or problem.

    To facilitate a discussion activity:

    • Pose a thoughtful open-ended question or problem to the class
    • Give students time to reflect before responding
    • Encourage students to explain their reasoning and build on the ideas of others
    • Prompt them to consider multiple perspectives or connections

    Discussion activities can be facilitated in person or online through small groups, whole-class discussions, breakout rooms, or discussion boards.

  • Jigsaw Activities

    Jigsaw activities are collaborative learning strategies that combine peer instruction and group learning. In a jigsaw activity, learners become "experts" on one aspect of a topic and then teach their learning to peers.

    To facilitate a jigsaw activity:

    • Divide students into small "home groups"
    • Assign each student a different topic or subtopic to explore
    • Move student into "expert groups" where learners studying the same topic work together
    • Ask student to return to their home groups and teach their assigned topic to their peers

    You may choose to provide guiding questions, resource packages, articles, videos, or other materials to support the expert group discussions.

  • Student Response Systems

    Student response systems use polling or interactive response tools to actively engage learners during class. Learners can use smartphones, tablets, or laptops to respond to questions, with results often displayed in real time.

    These tools can help encourage participation, check understanding, gather feedback, and capture a wider range of learner perspectives, including from learners who may be less comfortable speaking in class.

    Mentimeter is one example of a polling tool available to Ontario Tech instructors, staff, and students. It allows you to create interactive presentations and activities using question types such as multiple choice, ranking, scales, word clouds, and open-ended responses.

  • Minute Papers

    A minute paper is a brief reflective activity that asks learners to identify key ideas, questions, or takeaways from a lesson or activity. This strategy can help learners consolidate their understanding while also providing instructors with insight into student learning and areas that may require clarification.

    To facilitate the minute paper activity:

    • Pose an open-ended question to the class
    • Give students a minute to write down their responses
    • Collect or review responses individually, in pairs, or as a group discussion

    Minute papers can be completed on paper or through digital tools such as Mentimeter or Canvas discussions. 

    This strategy can be used at different points throughout a session. At the beginning of class, it can help activate prior knowledge or identify misconceptions. At the end of class, it can support reflection, feedback, and review of key concepts.

Additional Resources

References

Bonwell, C. & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1., Washington: DC: George Washington University. Retrieved from: http://files.eric.ed.gov/fulltext/ED336049.pdf

Felder, R. M., & Brent, R. (2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4), 1-5.