Extending the constructs of active learning: implications for teachers' pedagogy and practice

Citation

Drew V & Mackie L (2011) Extending the constructs of active learning: implications for teachers' pedagogy and practice. Curriculum Journal, 22 (4), pp. 451-467. https://doi.org/10.1080/09585176.2011.627204

Abstract
Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.

Keywords
active learning; constructivism; curriculum; lifelong learning; pedagogy; Active learning; Critical pedagogy

Journal
Curriculum Journal: Volume 22, Issue 4

• Drew Mackie 2011 Active learning The Curriculum Journal STORRE.pdf