CREATING ACTIVE LEARNING IN THE CLASSROOM - UPV

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.


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


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


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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


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


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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.


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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

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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?”

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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

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nsur

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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.


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)


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.


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.”


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


(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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CREATING ACTIVE LEARNING IN THE CLASSROOM - UPV

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