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10.1177/1052562905283346JOURNAL OF MANAGEMENT EDUCATION / April 2006Auster, Wylie / CREATING ACTIVE LEARNING
CREATING ACTIVE LEARNINGIN THE CLASSROOM:A SYSTEMATIC APPROACH
Ellen R. AusterYork University
Krista K. WylieConundrum Adventures Inc.
Excellence in teaching is now a competitive imperative at most business schools.Management educators face the challenge of creating learning environmentsthat engage, inspire, and motivate students to learn both the content and theskills they need. Focusing on four dimensions of the teaching process—contextsetting, class preparation, class delivery, and continuous improvement—thisarticle offers a systematic approach and associated tips, tools, and techniquesfor creating active and high impact learning in the classroom.
Keywords: active learning; interactive teaching; class preparation; delivery
In an era of intensified competitiveness among business schools, facultymembers are facing increased pressure to excel in teaching. Schools are rec-ognizing that competitive advantage can be garnered not only through pro-ductivity in research but also through excellence in teaching (Bruce, 2001;
333
Authors’ Note: Financial support for this research was provided in part by the Schulich Centerfor Teaching Excellence, Schulich School of Business, York University. We are grateful to TinaGrant for her insights, to Laura Kate Quartermaine for her contribution to the initial developmentof the process map, and to Stephanie Parker and Sonia Visconti for their research assistance. Thisarticle is based on multimethod, qualitative research stemming from a review of the literature, 20years in the field teaching and observing others, 13 years running the Schulich Centre of Teach-ing Excellence, learnings and best practices from our annual teaching award winners’ work-shops, and qualitative interviews of 12 teaching award winners.
JOURNAL OF MANAGEMENT EDUCATION, Vol. 30 No. 2, April 2006 333-353DOI: 10.1177/1052562905283346© 2006 Organizational Behavior Teaching Society
Byrne, 2000). Concomitantly, student expectations about teaching are rising.Students are demanding more engaging learning experiences that are worththe opportunity costs of putting their careers on hold (O’Brien & Hart, 1999;Page & Mukherjee, 2000; Schneider, 2001). They seek class environmentswhere they can not only obtain knowledge but also can learn how to applythat knowledge and exercise the judgment they need to succeed in the unpre-dictable business environments they will face in their careers (Merritt, 2001).In short, students are seeking an active, high-impact learning experience inthe classroom.
The purpose of this article is to offer a systematic approach for creatingactive learning in the classroom and to provide hands-on tips and techniquesfor implementing this approach. The first section outlines a framework con-ceptualizing active learning in the classroom along four distinct dimensionsof the teaching process—context setting, class preparation, class delivery,and continuous improvement. Each dimension is discussed, and interrela-tionships among the dimensions are highlighted. The second section of thearticle delineates specific action steps that can be taken within each of thefour dimensions and provides benefits and implementation tips for eachaction step. The third section addresses common concerns often raised byfaculty about active learning in the classroom.
The contribution of this article is threefold. First, we expand the currentliterature on active learning, which concentrates primarily on in-class deliv-ery and context setting, by considering class preparation and continuous im-provement as dimensions of the teaching process that are also essential tocreating active learning in the classroom. Second, we extend the current liter-ature by focusing on business teaching and offering a guide to creating activelearning in the business classroom. Third, we offer a quick, easy-to-use, andaction-oriented reference guide for management educators.
A Systematic Approach toActive Learning in the Classroom
Active learning can be defined as anything that “involves students indoing things and thinking about what they are doing” (Bonwell & Eison,1991, p. 2). The focus of active learning is on developing not only students’knowledge but also their skills and abilities by providing opportunities “totalk and listen, read, write, and reflect as they approach course content”(Meyers & Jones, 1993, p. xi). Active learning emphasizes the application oftheory and concepts by involving students in the learning process through theuse of “problem-solving exercises, informal small groups, simulations, case
334 JOURNAL OF MANAGEMENT EDUCATION / April 2006
studies, role-playing, and other activities” (Meyers & Jones, 1993, p. xi; seealso Auster, Grant, & Wylie, 2005, p. 39; Ragains, 1995). Through this appli-cation, students are able to gain both a comprehensive understanding ofcourse material and the skills they need to excel within dynamic businessenvironments.
The literature on active learning in the college classroom focuses mainlyon class delivery techniques as the primary vehicle for creating active learn-ing in the classroom (Bonwell & Eison, 1991; Keyser, 2000; McKeachie,1999; Meyers & Jones, 1993; Silberman, 1996). Some attention is also givento ensuring that an appropriate classroom environment and tone is estab-lished (Bonwell & Eison, 1991; Keyser, 2000; Meyers & Jones, 1993). Yetscant attention is paid to either systematic approaches for creating activelearning or to active learning in the business school classroom.
This article builds on and extends the literature on active learning bydeveloping a systematic approach that is geared for management educators.Critical to this systematic approach is the consideration of multiple dimen-sions of the teaching process rather than focusing solely on class delivery andcontext setting. More specifically, this article proposes that four dimensionsof the teaching process—context setting, class preparation, class delivery,and continuous improvement—are essential to creating active learning in thebusiness school classroom.
Although context setting establishes the overall tone of the classroom,class preparation is an important dimension to include because of its criticalrole in the success of each class. Planning in advance for not only the contentbut also the teaching techniques, timing, and visual aids to be used in a spe-cific class will greatly enhance active learning in the classroom. Similarly,although the literature on active learning tends to focus only on the classroomdelivery, the bulk of teaching literature asserts that feedback and continu-ous improvement are important elements in any type of learning experience(Carson, 2000; Franklin, 2001; Gross Davis, 1993; Van Voorhis, 1999).Therefore, in addition to context setting, class preparation, and class delivery,this article includes continuous improvement as the fourth dimension of theteaching process that must be considered to achieve active learning in theclassroom. Student feedback provides powerful and useful information thatcan be used to improve teaching (Carson, 2000; Franklin, 2001; Van Voorhis,1999).
We propose that by creating a systematic approach based on these fourdimensions of the teaching process, active learning in the classroom can beoptimized. Within each of the four dimensions, there are specific action stepsthat can be taken to create active learning in the classroom. However, eachdimension is also highly interconnected and interactive with the other dimen-
Auster, Wylie / CREATING ACTIVE LEARNING 335
sions. Because action steps taken within one dimension can either reinforceor weaken action steps taken within another dimension, it is useful to con-sider all four dimensions in concert, as part of an overall, systematic ap-proach for creating active learning in the classroom (see Figure 1).
As shown in Figure 1, context setting refers to establishing a receptive,candid atmosphere for learning that facilitates student interaction and engage-ment. Because of the pervasive effect of context setting on the other threedimensions of the teaching process, it is shown as the gray background ofFigure 1. It provides the context within which the other three dimensions—class preparation, class delivery, and continuous improvement—interact(Bonwell & Eison, 1991; Meyers & Jones, 1993).
Class preparation and class delivery are conceptualized as iterative, circu-lar arrows in the center of Figure 1, immersed within the overall context thathas been set. Unlike context setting, these two dimensions of the teachingprocess must be revisited for every classroom session. Class preparationrefers to the thought, planning, and creativity on both content and processthat is essential for successful class delivery. Class delivery refers to theactual facilitation of a specific classroom session. These two dimensions arehighly interconnected. The preparation for one class feeds into the deliveryof that class, and the delivery of that class then feeds into the preparation ofthe next class.
336 JOURNAL OF MANAGEMENT EDUCATION / April 2006
Class Preparation
Class Delivery
Continuous Improvement
Context Setting
Figure 1: Four Dimensions of the Teaching Process
Continuous improvement, the fourth dimension of the teaching process, isstrongly linked to class preparation and class delivery, as noted by the feed-back arrows in Figure 1. Feedback obtained via continuous improvementoffers an incredible opportunity for altering, refining, and renewing ap-proaches to both class preparation and delivery. Note also that the overallcontext that has been set will affect the sincerity of the feedback obtained andthat feedback may also provide insight into how the classroom environmentshould be altered to better support active learning. This interrelationship isillustrated in Figure 1 by the placement of the feedback arrows within thegray background—context setting.
The following example demonstrates the dynamics and relationshipsamong the four dimensions of the teaching process, as depicted in Figure 1.When planning an interactive, highly participative discussion for a givenclass session, students should feel comfortable sharing their views and, ide-ally, should be able to refer to one another by name. In short, the first step is tocreate a context that supports a lively class discussion. Similarly, to deliver ona plan for an in-class discussion, solid preparation is essential. The assign-ment of guiding questions, the decision about whether the discussion willhappen in plenary or in break outs, and the estimated timing for various seg-ments are some of the inputs to a successful in-class discussion. To maximizethe success of the discussion, it must also be delivered effectively. Successfuldelivery will involve providing a variety of approaches to content and moni-toring cues from students to make on-the-fly modifications to the class plan.Furthermore, if the discussion reveals that students do not yet have a clearunderstanding of a specific concept or theory, this information can be used inplanning the next class. As is evident from this example, great discussions donot simply happen serendipitously. Attention must be given to each of thefour dimensions of the teaching process—context setting, class preparation,in-class delivery, and continuous improvement—to effectively create activelearning in the classroom.
Action Steps and Implementation Tips
In the previous section, we outlined a framework for approaching activelearning in the classroom. In this section, we focus on delineating actionsteps within each of the four dimensions. Benefits and implementation tipsrelated to each of the action steps are provided. The systematic approach pre-sented in this article can be customized to include as many or as few of thespecific action steps as preferred, given personal style, course content, classsize, and class composition (Grasha, 1996). However, it is recommended that
Auster, Wylie / CREATING ACTIVE LEARNING 337
when any individual action step is pursued, the interrelationships among theother dimensions of the teaching process be considered.
CONTEXT SETTING
Context setting is an essential first step in creating an active learning class-room because it sets the tone for the remainder of the course. By taking stepsearly in the term to establish norms, expectations, and ground rules, a climatecan be created from the beginning where students feel comfortable express-ing personal viewpoints, assessing one another’s contributions, and askingquestions (Bonwell & Eison, 1991). Active learning demands a collectiveenvironment where knowledge does not flow solely from instructor to stu-dent. Thus it is important that instructors enlist students early to garner theirsupport in the joint creation of a supportive active learning environment(Klionsky, 1998). By doing this, we can move from an in-class environmentwhere ping pong is played (the responses always return to the instructor) toone where the metaphor of volleyball is more apt. A question is raised, andthen the students bounce the question among themselves, working throughthe issues and challenges. Beyond the emotional and intellectual climate, thephysical environment can be used to reinforce the patterns of interactionneeded for active learning (Meyers & Jones, 1993).
More specifically, some of the key action steps that can be taken to set thecontext for active learning include communicating expectations, getting toknow students, and assembling the appropriate physical environment. Table1 delineates these action steps for context setting and provides associatedbenefits and implementation tips for each step.
PREPARING FOR CLASS
Although context setting is critical to establishing an overall course cli-mate conducive to active learning, preparation is essential for conduct-ing each specific class effectively. Unlike preparation for a lecture, whichfocuses primarily on content, preparation for active learning in the classroomrequires attention to both content and process. In effect, active learningrequires preparation and planning for not only what content is delivered butalso for how content is delivered.
Assuming the learning objectives and main topics have been discerned, afirst step in preparing for a given class is to define the order and logical pro-gression of the key topics (Gross Davis, 1993). Some common strategiesused to ensure content is addressed in a meaningful order are to organize con-tent (a) around a theoretical framework, (b) according to time sequence, (c)by posing a problem and subsequently exploring solutions, (d) by starting
338 JOURNAL OF MANAGEMENT EDUCATION / April 2006
339
TA
BL
E 1
Con
text
Set
ting
: A
ctio
n St
eps,
Ben
efit
s, a
nd I
mpl
emen
tati
on T
ips
Act
ion
Step
sB
enef
its
Impl
emen
tati
on T
ips
Get
to k
now
stu
dent
sFa
cilit
ates
pee
r in
tera
ctio
nan
d co
llect
ive
clas
sroo
mle
arni
ng
Use
nam
e ca
rds
to e
nsur
e ev
eryo
ne in
cla
ss r
efer
s to
eac
h ot
her
by n
ame.
Use
pho
tos
of s
tude
nts
to le
arn
thei
r na
mes
as
quic
kly
as p
ossi
ble.
Obt
ain
basi
c ba
ckgr
ound
info
rmat
ion
from
stu
dent
s su
ch a
s pr
evio
us w
ork
expe
rien
ce,
educ
atio
nal b
ackg
roun
d, a
rea
of c
once
ntra
tion,
cou
rse
expe
ctat
ions
, and
car
eer
aspi
ratio
ns.
Com
mun
icat
e ex
pect
-at
ions
and
gro
und
rule
s
Ens
ures
und
erst
andi
ng a
ndm
axim
izes
stu
dent
com
-m
itmen
t to
colle
ctiv
ele
arni
ng
Exp
lain
that
the
cour
se w
ill b
e de
liver
ed in
an
inte
ract
ive
way
whe
re s
tude
nts
will
act
ivel
ypa
rtic
ipat
e in
the
lear
ning
pro
cess
.L
et s
tude
nts
know
that
the
clas
sroo
m is
a s
afe
envi
ronm
ent w
here
que
stio
ns a
re e
ncou
r-ag
ed, a
mbi
guity
is e
xpec
ted,
exp
erim
enta
tion
is w
elco
med
, and
div
ersi
ty is
val
ued.
Use
act
ive
lear
ning
pri
ncip
les
from
the
very
firs
t cla
ss.
Ass
embl
e ap
prop
riat
eph
ysic
al e
nvir
onm
ent
Aid
s cl
ass
disc
ussi
on a
ndin
tera
ctio
nIf
pos
sibl
e, a
rran
ge s
tude
nt s
eatin
g in
a h
orse
shoe
, rec
tang
le o
r ci
rcle
sha
pe, m
akin
g su
reev
eryo
ne c
an s
ee.
Ens
ure
avai
labi
lity
of b
oard
spa
ce, w
hite
boa
rds,
and
flip
cha
rts.
Obt
ain
in-c
lass
spa
ce o
r ne
arby
spa
ce f
or b
reak
out s
essi
ons.
with a concept and moving to application, (e) by moving from the general tothe specific, and (f) by addressing pros and cons prior to working toward aresolution (Gross Davis, 1993, pp. 100-101; McKeachie, 1999, p. 78).
Once the logical progression of key topics is determined, class prepara-tion focuses on determining appropriate delivery modes for each key contentblock of the agenda (see Appendix A for a delineation of some possible deliv-ery modes). For example, beginning each class with a discussion of currentevents in the business press related to the class topic is a delivery mode that iseffective in bringing concepts to life and getting students talking right fromthe start of each class. Case studies are valuable for bridging the gap betweentheory and application (Bonwell & Eison, 1991, p. 39; Erskine, Leenders, &Mauffette-Leenders, 1998) and working through the challenges of makingtough judgment calls. Debates or splitting the class into sections where eachsection adopts the perspective of a particular constituency (e.g., top manage-ment, frontline employees, customers, etc.) can be helpful for highlight-ing different stakeholder perspectives and the trade-offs in decision making.Small group breakouts or pair chats are useful delivery modes for encourag-ing brainstorming on a topic and developing team skills (Gross Davis, 1993;Silberman, 1996). In sum, it is critical to select delivery modes that are goingto effectively deliver content material and that are going to contribute toachieving learning objectives and developing the desired skills.
In addition to matching content with delivery mode, it is also important toconsider how the learning styles of our students will mesh with various deliv-ery modes.
There is a large body of research that acknowledges differences in studentlearning styles and focuses on matching teaching approaches with studentlearning styles (Cotton, 1995; De Vita, 2001; Felder & Soloman, 1999;Grasha, 1996; Gross Davis, 1993; Honey & Mumford, 1982; Kolb, 1984;Smith, 2002). Recent research extends this work to show that the mismatch-ing of teaching and learning styles helps students stretch their abilities (DeVita, 2001; Smith, 2002). These studies find that by using a multitude ofteaching techniques and approaches, teachers can tap into a range of differentlearning styles and also challenge their students to think and learn in newways (De Vita, 2001; Keyser, 2000; Smith, 2002). Therefore, in preparing tocreate an active learning classroom, it is important to use a variety of teachingdelivery techniques.
An agenda and process map are also important to develop as part of classpreparation. The agenda provides students with a roadmap for the class. Itcan also be referred to throughout the class to ensure everyone stays on track.An extension of the agenda that can be very useful as an at-a-glance referencefor the instructor throughout the class is the process map, which is similar to
340 JOURNAL OF MANAGEMENT EDUCATION / April 2006
the notion of a “lesson plan” used in human resource training and develop-ment (e.g., Noe, 2005, pp. 135-138).
The process map or lesson plan can be used to delineate key areas of con-tent and their associated delivery modes in more detail (see Appendix B). Theprocess map also allows for the determination of specific visual aids that canbe used to reinforce content. Another benefit of the process map is that itencourages consideration of the estimated timing of each block of content.One rule of thumb to keep students interested and motivated is to plan for ashift in delivery mode approximately every 20 minutes (Gross Davis, 1993,p. 63). Thus, the process map is an effective tool for ensuring that the classstays on topic and on time. It allows integrative mapping of key topics, deliv-ery modes, visual aids, and timing in an accessible and compact form for theinstructor.
Table 2 outlines action steps, benefits, and implementation tips that areassociated with class preparation. More specifically, planning an agenda,determining delivery modes, allocating timing, planning visual aids, and pro-viding guiding questions are discussed.
CLASS DELIVERY
Although context setting and class preparation are essential, class deliveryis the dimension of the teaching process in which active learning in the class-room comes to life. There are a number of tactics that can be used in the class-room to ensure that the active learning planned for is effectively implementedin practice.
Managing class participation effectively is an important element of classdelivery. Steps such as ensuring “air time” is well distributed and pausing tolet more reticent students jump into discussions are helpful for engagingthe broadest number of students (Bonwell & Eison, 1991; Keyser, 2000;McKeachie, 1999; Meyers & Jones, 1993; Silberman, 1996). Consistentlydrawing on students’ input and experience helps bridge the gap between the-ory and practice and also provides illustrative examples (Gross Davis, 1993;McKeachie, 1999; Meyers & Jones, 1993).
Reinforcing key learning objectives during class delivery and ending eachclass with “takeaways” and a wrap-up allows students to prioritize and syn-thesize what has been covered (Gross Davis, 1993, p. 63). Takeaways high-light the learning objectives that emerge from the different active learningcomponents and the wrap-up underscores connections between that particu-lar class session and the overall context of the course. Note that both take-aways and wrap-ups can be done by students interactively or in groups and
Auster, Wylie / CREATING ACTIVE LEARNING 341
342
TA
BL
E 2
Pre
pari
ng fo
r C
lass
:A
ctio
n St
eps,
Ben
efit
s, a
nd I
mpl
emen
tati
on T
ips
Act
ion
Step
sB
enef
its
Impl
emen
tati
on T
ips
Plan
an
agen
da f
or e
ach
clas
sE
nsur
es e
very
one
stay
s on
trac
k an
d cl
ass
obje
ctiv
esar
e ac
hiev
ed
Det
erm
ine
the
mai
n to
pics
that
are
goi
ng to
be
cove
red
in a
giv
en c
lass
.Po
st a
gend
a on
boa
rd o
r fl
ip c
hart
, rat
her
than
on
a sl
ide,
for
vis
ibili
ty th
roug
hout
the
dura
-tio
n of
the
clas
s.D
eter
min
e th
e m
ost
effe
ctiv
e de
liver
ym
ode(
s) f
or e
ach
agen
da it
em
Ens
ures
the
cons
ciou
s an
dsy
stem
atic
inte
grat
ion
of h
igh
impa
ct d
eliv
ery
mod
es
Con
side
r va
riou
s cl
ass
deliv
ery
mod
es (
see
App
endi
x A
for
des
crip
tions
of
poss
ible
del
iv-
ery
mod
es).
Con
side
r th
e co
nten
t tha
t nee
ds to
be
deliv
ered
.Se
lect
whi
ch d
eliv
ery
mod
es w
ill b
e m
ost e
ffec
tive
for
each
age
nda
item
to m
eet l
earn
ing
obje
ctiv
es a
nd m
axim
ize
impa
ct.
Vis
ualiz
e an
d pl
an th
e de
tails
of
how
eac
h de
liver
y m
ode
will
“co
me
to li
fe”
in th
e cl
ass.
Allo
cate
tim
ing
Ena
bles
eff
ectiv
e pa
cing
of c
lass
and
pre
vent
s ru
sh-
ing
thro
ugh
topi
cs
Est
imat
e tim
e re
quir
ed f
or e
ach
agen
da it
em a
nd a
ssoc
iate
d de
liver
y m
ode.
Ass
ess
the
over
all f
low
, bal
ance
, and
rhy
thm
of
the
clas
s.
Plan
vis
ual a
ids
Mak
es c
lass
con
tent
eas
yto
fol
low
Det
erm
ine
whi
ch v
isua
l aid
s ar
e m
ost e
ffec
tive
for
each
age
nda
item
.D
eter
min
e th
e m
ost e
ffec
tive
way
to la
y ou
t inf
orm
atio
n on
slid
es, b
oard
s, a
nd o
verh
eads
.E
nsur
e th
at th
e ap
prop
riat
e te
chno
logi
cal s
uppo
rt is
ava
ilabl
e an
d bo
oked
.Pr
ovid
e gu
idin
g qu
es-
tions
for
eac
h cl
ass
Focu
ses
stud
ent t
hink
ing
whi
le th
ey r
ead
and
draw
sco
nnec
tions
bet
wee
n re
ad-
ings
and
cla
ss d
iscu
ssio
n
Incl
ude
3 to
5 g
uidi
ng q
uest
ions
in th
e sy
llabu
s fo
r ea
ch c
lass
.H
and
out q
uest
ions
at t
he e
nd o
f ea
ch c
lass
for
the
next
cla
ss if
gui
ding
que
stio
ns h
ave
not
been
incl
uded
in th
e sy
llabu
s.
shared back to the class. Table 3 provides specific action steps, benefits, andimplementation tips on class delivery.
CONTINUOUS IMPROVEMENT
Continuous improvement is the fourth dimension of the teaching processthat is essential to creating active learning in the classroom. Some of theactions that can be taken to achieve continuous improvement are monitoringstudent learning, obtaining comprehensive feedback, reflecting on studentideas and suggestions, and adjusting class planning and delivery accordingly.
The input for continuous improvement is feedback from students. Indeed,the literature on education argues that seeking and acting on feedback fromstudents is a vital but neglected aspect of the teaching process (Carson, 2000;Franklin, 2001; Van Voorhis, 1999). This feedback can include nonverbalcues from students ranging from inattention to students sitting on the edge oftheir seats. Feedback can also include quick verbal checks during class, mid-term written feedback, and comprehensive end-of-term evaluations (Grasha,1996).
Monitoring in-class understanding and energy is essential to sustaining anactive and engaging classroom environment. For example, a simple questionsuch as “Is everyone with me?” or “Are we ready to move on?” can provide aquick read on whether a change in pace is needed. Similarly, during-the-termwritten feedback can be used to monitor student understanding or obtain stu-dent input on various teaching techniques. Finally, end-of-term evaluationsprovide useful insights for reflecting on the course just taught and for makingrevisions to the course for future terms (Auster et al., 2005).
Seeking verbal feedback during class and obtaining written, anonymousfeedback during the term are important so that modifications can be madebefore a course is over. Ensuring comprehensive end-of-term evaluations arevital to continuous improvement of the course for subsequent terms. Table 4provides specific actions, benefits, and implementation tips on continuousimprovement.
Addressing Common Concerns AboutCreating Active Learning in the Classroom
Having discussed a number of action steps and implementation tips re-lated to each of the four dimensions of the teaching process, we now addresssome typical faculty concerns about active learning in the classroom. Follow-ing each concern is a discussion of how it can be addressed or overcome sothat active learning can be achieved.
Auster, Wylie / CREATING ACTIVE LEARNING 343
344
TA
BL
E 3
Cla
ss D
eliv
ery:
Act
ion
Step
s, B
enef
its,
and
Im
plem
enta
tion
Tip
s
Act
ion
Step
sB
enef
its
Impl
emen
tati
on T
ips
Lev
erag
e st
uden
ts’e
xper
i -en
ces
and
inpu
tsB
road
ens
sour
ces
of le
arni
ng in
the
clas
sroo
m a
nd in
crea
ses
the
rele
vanc
e of
cou
rse
mat
eria
ls
Hav
e st
uden
ts s
hare
thei
r w
ork
expe
rien
ces
duri
ng in
-cla
ss d
iscu
ssio
ns.
Prov
ide
oppo
rtun
ities
for
stu
dent
s to
use
thei
r ow
n w
ork
expe
rien
ces
in a
ssig
nmen
ts.
Ask
stu
dent
s fo
r sp
ecif
ic q
uest
ions
, lea
rnin
g ob
ject
ives
, or
inpu
t on
topi
cs.
Enc
oura
ge s
tude
nts
with
sig
nific
ant e
xper
tise
on a
spe
cifi
c to
pic
to le
ad a
por
tion
of a
clas
s.M
anag
e st
uden
t par
ticip
a-tio
n ef
fect
ivel
yM
axim
izes
stu
dent
invo
lvem
ent
and
enga
gem
ent i
n th
e le
arn-
ing
proc
ess
Giv
e st
uden
ts s
uffi
cien
t tim
e to
art
icul
ate
thei
r th
ough
ts, w
ithou
t int
erru
ptin
g th
em.
Prov
ide
oppo
rtun
ity f
or w
ide
part
icip
atio
n by
ens
urin
g th
at p
artic
ular
stu
dent
s do
not
dom
inat
e “a
ir ti
me.
”E
ncou
rage
stu
dent
s to
res
pond
to e
ach
othe
r, in
stea
d of
res
pond
ing
to e
ach
ques
tion
your
self
, by
usin
g ph
rase
s su
ch a
s:“D
oes
ever
yone
und
erst
and
wha
t Chr
is m
eans
?” (
Let
Chr
is d
o th
e cl
arif
ying
.)“L
et’s
thin
k ab
out t
he s
tren
gths
and
wea
knes
ses
of th
at a
ppro
ach.
”“S
ue, w
hat d
o yo
u th
ink
of w
hat C
hris
just
sai
d?”
(Let
Chr
is r
espo
nd b
ack.
)“H
ow d
oes
that
rel
ate
to to
pic
X f
rom
ear
lier
this
cla
ss?
From
last
cla
ss?”
“Any
one
wan
t to
hop
in th
e di
scus
sion
her
e?”
Use
ges
ture
s, m
ovem
ent,
and
voic
e m
odul
atio
ndu
ring
cla
ss
Add
s in
tere
st to
the
clas
s an
din
crea
ses
the
effe
ctiv
enes
sof
com
mun
icat
ion
Mov
e up
the
side
s of
the
room
and
aro
und
the
back
, avo
idin
g th
e te
mpt
atio
n to
sta
yon
ly in
the
fron
t of
the
room
.M
ove
away
fro
m a
stu
dent
who
is s
peak
ing
to in
crea
se s
tude
nt v
olum
e.M
ove
clos
e to
cut
stu
dent
chi
t-ch
at.
Use
han
d m
otio
ns to
com
mun
icat
e (e
.g.,
nod
head
to e
ncou
rage
stu
dent
to c
ontin
ue,
time
out s
ign
to c
alm
a h
eate
d di
scus
sion
).R
aise
and
low
er v
oice
for
eff
ect.
345
Rec
ogni
ze th
at d
iffe
rent
stud
ents
may
hav
e di
f -fe
rent
com
fort
leve
lsw
ith a
ctiv
e pa
rtic
ipat
ion
Min
imiz
es d
isco
mfo
rt w
hile
stil
len
suri
ng th
at a
ll st
uden
tsde
velo
p sk
ills,
con
fide
nce,
and
com
fort
leve
l with
pub
licsp
eaki
ng
Wor
k w
ith th
e qu
iete
r st
uden
ts o
utsi
de o
f th
e cl
ass
and
set u
p “c
omfo
rt z
ones
” fo
rin
-cla
ss p
artic
ipat
ion
by:
Giv
ing
adva
nced
not
ice
on a
que
stio
n to
res
pond
to in
cla
ss.
Hav
ing
them
par
ticip
ate
mor
e fu
lly in
sm
all g
roup
dis
cuss
ions
or
in o
nlin
e ch
atse
ssio
ns p
erha
ps p
rese
ntin
g th
e gr
oup’
s vi
ews.
Enc
oura
ging
them
to b
ring
rel
evan
t new
spap
er a
nd jo
urna
l art
icle
s to
cla
ss th
atca
n be
use
d to
sta
rt d
iscu
ssio
n.U
nles
s it
is th
e no
rm a
t you
r sc
hool
, be
care
ful a
bout
col
d-ca
lling
stu
dent
s be
caus
eth
is ta
ctic
may
alie
nate
or
intim
idat
e st
uden
ts r
athe
r th
an in
vite
thei
r pa
rtic
ipat
ion.
End
eve
ry c
lass
with
aw
rap-
upE
mph
asiz
es k
ey le
arni
ngs
Hig
hlig
ht w
hat w
as ta
lked
abo
ut a
nd w
hy it
was
impo
rtan
t.A
ddre
ss a
ny li
nger
ing
ques
tions
or
conc
erns
abo
ut th
e cl
ass.
Com
mun
icat
e or
ask
stu
dent
s to
gen
erat
e im
port
ant “
take
away
s.”
Exp
lain
how
a p
artic
ular
cla
ss fi
ts u
nder
the
over
all u
mbr
ella
of
the
cour
se a
nd h
ow it
ties
to p
revi
ous
and
upco
min
g cl
asse
s.
346
TA
BL
E 4
Con
tinu
ous
Impr
ovem
ent:
Act
ion
Step
s, B
enef
its,
and
Im
plem
enta
tion
Tip
s
Act
ion
Step
sB
enef
its
Impl
emen
tati
on T
ips
Seek
ver
bal f
eedb
ack
duri
ngea
ch c
lass
Mon
itors
stu
dent
lear
ning
and
allo
ws
for
in-c
lass
adju
stm
ent o
f ap
proa
chan
d pa
ce
Cal
ibra
te h
ow th
ings
are
goi
ng w
ith q
uest
ions
suc
h as
:“A
ny q
uest
ions
, tho
ught
s, c
omm
ents
?”“I
s ev
eryo
ne w
ith m
e?”
“Eve
rybo
dy r
eady
to m
ove
on?”
“Are
we
mov
ing
too
fast
?”O
btai
n w
ritte
n, a
nony
mou
sfe
edba
ck o
n co
nten
t and
deliv
ery
Prov
ides
inpu
t and
giv
esid
eas
for
impr
ovem
ent
of f
utur
e cl
asse
s
Det
erm
ine
whe
ther
qua
litat
ive
or q
uant
itativ
e fe
edba
ck is
des
ired
.O
btai
n cl
ass-
spec
ific
fee
dbac
k w
ith q
uest
ions
suc
h as
:“W
hat p
art o
f to
day’
s cl
ass
was
mos
t val
uabl
e to
you
and
why
?”“W
hat p
art o
f to
day’
s cl
ass
was
mos
t unc
lear
to y
ou a
nd w
hy?”
Obt
ain
feed
back
on
clas
s de
liver
y w
ith q
uest
ions
suc
h as
:“A
re y
ou fi
ndin
g cl
ass
inte
rest
ing
and
enga
ging
? W
hy?”
“Wha
t ide
as d
o yo
u ha
ve f
or m
akin
g cl
ass
mor
e in
tere
stin
g an
d en
gagi
ng f
or y
ou?”
Obt
ain
feed
back
on
the
over
all c
ours
e th
us fa
r w
ith q
uest
ions
suc
h as
:“W
hat’s
goi
ng w
ell i
n th
is c
ours
e?”
“Wha
t ide
as d
o yo
u ha
ve f
or im
prov
emen
t?”
Dev
elop
a s
umm
ary
of r
esul
ts b
ased
on
anal
ysis
of
resp
onse
s.Fo
llow
up
with
stu
dent
s ab
out t
he f
eedb
ack
obta
ined
and
com
mun
icat
e w
hat w
ill b
ech
ange
d as
a r
esul
t.E
nsur
e co
mpr
ehen
sive
end
-of
-ter
m f
eedb
ack
Prov
ides
inpu
t and
giv
esid
eas
for
impr
ovem
ent t
ofu
ture
iter
atio
ns o
f th
eco
urse
Ens
ure
that
stu
dent
s ar
e gi
ven
an o
ppor
tuni
ty to
sug
gest
spe
cific
idea
s fo
r co
urse
impr
ovem
ent,
both
qua
ntita
tivel
y an
d qu
alita
tivel
y.O
btai
n fe
edba
ck o
n:O
vera
ll co
urse
con
tent
.R
elat
ive
asse
ssm
ents
of
each
cla
ss o
f th
e co
urse
.D
eliv
ery.
Eva
luat
ion
met
hods
use
d.
COMMON CONCERN 1: “ACTIVE LEARNING CAN ONLYWORK IN SMALLER CLASSES.”
Some faculty may think that the type of active learning discussed in thisarticle can only be attained in smaller classes. However, many of the stepsand tips offered here can be tailored to large classes (Klionsky, 1998). Forexample, formal breakout sessions may be logistically challenging and time-consuming in a large class. Rather than struggling with the chaos of trying tofacilitate formal breakout groups in a large class, a manageable alternative isto have students do a pair chat and spend a designated amount of time con-versing with students sitting near them. Similarly, debriefing group break-outs by obtaining every group’s input may seem a daunting task in largeclasses. An alternate option is to invite ideas from some groups and to poll theclass to see which groups have similar views by a show of hands. This allowsall students to share their views without spending the time to seek detailedinput from each group. In sum, most of the steps and tips offered to createactive learning can be adapted to larger classes.
COMMON CONCERN 2: “LECTURE IS THE ONLY WAYI CAN GET THROUGH THE MANDATORY CONTENT OF MY COURSE.”
Sometimes faculty members believe that active learning in the classroomrequires adopting a plethora of different techniques in every class. However,introducing only a few small changes can have dramatic effects. For exam-ple, in a core finance course, a minor change such as taking a few minutes atthe start of class for a current events discussion can improve students’under-standing of course content and illustrate real-world application of conceptsand theories.
Lecture is recognized as a very effective method for covering largeamounts of content. The challenge is to lecture in a manner that creates activelearning. Some ways to transform a lecture into an engaging learning experi-ence include incorporating anecdotes into a lecture to illustrate a concept ortheory, posing stimulating questions to challenge the class, and seeking stu-dent feedback periodically to monitor student learning.
COMMON CONCERN 3: “WHEN THE CLASS IS DISCUSSIONBASED AND PARTICIPATORY, IT GOES OFFTRACK ANDIS HARD TO MANAGE.”
Relinquishing even some control of the class by opening up class discus-sions can initially feel uncomfortable. However, if participation is plannedfor and systematically created, anxiety about going offtrack is alleviated, andthe timing and overall direction of the class can be kept on track.
Auster, Wylie / CREATING ACTIVE LEARNING 347
For example, when teaching using the case method, clear learning objec-tives ensure that course content is covered yet allow for flexibility, evolutionof the learning process, and even the possibility of unexpected breakthroughthinking. Similarly, using key provocative questions to guide class participa-tion provides the parameters for a manageable, focused discussion and pre-vents the random, wandering class discussion that many of us fear. In addi-tion, using the process map (see Appendix B) to delineate a plan for when andhow different segments of the discussion will occur can help keep the class ontrack and well managed.
COMMON CONCERN 4: “CREATING ACTIVE LEARNINGTAKES TOO MUCH EFFORT, PLANNING, AND PREPARATION.”
There is a learning curve associated with any changes in teaching delivery,particularly when they are first undertaken. However, the benefit of creatingactive learning in the classroom is that the effort, planning, and preparationlead to classes that are more fun and more meaningful. Students feel like theyare members of a learning community rather than just numbers, and the like-lihood of student satisfaction tends to increase. For example, creating a pro-cess map for class may take additional thought and time prior to class. How-ever, this upfront planning will result in a class that has a logical flow, keepsstudents engaged, and maximizes student learning. As well, it is likely thatless time will be spent after the class having to clear up confusion.
COMMON CONCERN 5: “CREATING ACTIVELEARNING IS AN ART THAT CANNOT BE EASILY LEARNED.”
Active learning in the classroom can seem difficult to achieve when ob-serving someone who is proficient and experienced. However, as this articledemonstrates, there are concrete action steps and implementation tips relatedto each dimension of the teaching process that are easy to adopt. As manyor as few of these steps and tips can be used to create active learning as iscomfortable, given personal style, course content, class size, and classcomposition.
Conclusion
You don’t have to be “a natural.” Preparation and teaching techniques can belearned. Don’t get discouraged. Yes, it is personal, you are putting yourself onthe line, but keep trying because it is so rewarding in the end. (2005 MBATeaching Award Winner)
348 JOURNAL OF MANAGEMENT EDUCATION / April 2006
Faculty members are under increasing pressure from their students andfrom their institutions to deliver excellence in the classroom. In this article,we offer a framework for understanding active learning in the classroom,provide specific actions steps and implementation tips, and address commonconcerns that might be raised by faculty reticent to adopt this systematicapproach. Our hope is that both new faculty and more experienced facultywill find this approach useful in creating active learning in the classroom.
Our assumption in this article is that excellence in teaching does not comenaturally but requires the development of skill and technique over manyclasses, over many terms. For many management educators, the evolution oftheir teaching approach may be reactive and incremental rather than a con-scious, proactive process. If they have a positive experience with an in-classtechnique or exercise, they replicate it. If they have an unpleasant experiencethat leads to disgruntled students and less-than-optimum levels of learning,they try something new in an effort to turn the situation around. Althoughthese types of incremental improvements are effective for resolving particu-lar situations, a more systematic approach can accelerate the learning curve.By articulating and conceptualizing what many excellent teachers subcon-sciously do, this article makes the dynamics of active learning more explicitand the teaching process more conscious and proactive.
In addition to being able to meet the demands of institutions and students,using a systematic approach to creating active learning in the classroomoffers the opportunity to reap something more: Students buzzing with antici-pation at the start of class, students eagerly waving their hands in the air dur-ing class discussion, students building on each others’ ideas toward new lev-els of understanding, and students still in their seats and wanting the class tocontinue when time has run out. There is nothing more satisfying for us as ed-ucators than learning from our classes and knowing our students are excitedabout coming to class and leave having had their expectations surpassed.
Appendix APossible Delivery Modes
Student presentations and “leads”
Enable students to take leadership of the learning process, bring their relevantwork experience into the classroom, and hone their presentation skills by encouragingboth formal and informal student presentations, some evaluated and some not evalu-ated, on topics and cases.
Auster, Wylie / CREATING ACTIVE LEARNING 349
Cases
Offer real-world relevance and provide an opportunity to connect theory withapplication through the use of cases. Cases enable students to analyze problems facedby managers, identify key issues, evaluate alternatives, make decisions, and formu-late action steps and implementation plans.
Simulation games
Use simulation games to apply key theories and show causes and effects of mana-gerial decisions in action.
Role-plays
Assign roles to students and ask them to address a specific situation from the per-spective of this role.
“Okay, Kim, you be the Senior VP.”“Chris—you’re the dissatisfied employee on your way into the Sr. VP’s office to
discuss the matter. Chris, what would you say?”“Kim, how would you respond?”“Take it away and run with it for about 5 minutes.”“Now, Chris and Kim, choose someone to pick up your role and continue the
conversation.”
Debates
Conduct a class discussion where individuals must speak on behalf of their as-signed point of view, even if they might not personally agree with this perspective.
“Everyone whose last name begins with A through K, jot down five arguments forthe proposed regulations in this industry.”
“Everyone whose last name begins with L through Z, jot down five argumentsagainst the proposed regulations in this industry.”
Team work
Give students an opportunity to work with peers during class in order that theymight share ideas and further their thinking.
Class splits
Break the class into groups based on seating location in the classroom and havethem analyze and discuss an issue from different perspectives.
“Left side of the room, you are Michelle X in this case.”“The center of the room, you are Jack P.”“The right side of the room, you are Taylor Q.”
350 JOURNAL OF MANAGEMENT EDUCATION / April 2006
Group work
Break the class into smaller groups to discuss an issue or analyze a case. Havethem scribe ideas on a flip chart while they work and prepare a short presentation toshare the results of their discussion with the class.
Pair discussion
For a quick variation on breakout groups, consider: Think, write, pair, discuss.Pose a question or issue to the class. Have students think about it and write down theirthoughts and recommendations. Then, have them break into pairs to discuss theirthoughts and have the pairs share back with the class.
Nominal group technique
When working in groups, have students record their thoughts on a post-it note.Then, have students share their views with the group and place their post-it note on thewall. This allows quieter students to get heard and may minimize groupthink.
Videos, DVDs, and guest speakers
Make it vivid by bringing concrete examples, real-world relevance, and expertisefrom the business world into the classroom through videos, DVDs, and guest speakers.
Current events and stories from the week
Improve students’understanding and demonstrate real-world application of theo-ries and concepts by engaging the students in discussions of current events and storiesfrom the week that are relevant to the course.
Lecture
Use lecture mode, reinforced with engaging visual aids, thought-provoking ques-tions, and continuous monitoring of student learning, for content that is important todeliver in an uninterrupted form.
Appendix BAn Example of a Process Map
Time Content Delivery Mode Visual Aids
2:00-2:05 Settling in5 min. Announcements, administrative items Chalk board2:05-2:20 Introduction5 min. Review agenda for today’s class Lecture Flipchart10 min. Current events: Examples from the Interactive lecture Slides: 1-2
business press
Auster, Wylie / CREATING ACTIVE LEARNING 351
(continued)
Appendix B (continued)
Time Content Delivery Mode Visual Aids
2:20-3:05 Application10 min. Introduction to mini-case Lecture15 min. Analysis of Mini-Case Have students work
in pairs20 min. Share Analysis of Mini-Case Solicit ideas from Record ideas
various pairs on flipchart3:05-3:45 Theoretical background10 min. Introduction to theory and Lecture PowerPoint,
framework: Why it’s important slides: 3-10,refer toreadings
15 min. Definitions, examples Interactive15 min. Tying theory back to the mini-case Ask the students Slides: 10-15
how the theoriesand concepts tieback to themini-case
3:45-3:55 Key “takeaways” and wrap-up
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