Active and Reflective Processing.
Active learners tend to learn while doing something active---trying
things out, bouncing ideas off others; reflective learners do much
more of their processing introspectively, thinking things through before
trying them out [12]. Active learners work well in groups; reflective
learners prefer to work alone or in pairs. Unfortunately, most lecture
classes do very little for either group: the active learners never get to
do anything and the reflective learners never have time to reflect.
Instead, both groups are kept busy trying to keep up with a constant
barrage of verbiage, or else they are lulled into inattention by their
enforced passivity.
The research is quite clear on the question of active and reflective versus
passive learning. In a number of studies comparing instructor-centered
classes (lecture/demonstration) with student-centered classes
(problem-solving/discussion), lectures were found to be marginally more
effective when students were tested on short-term recall of facts but
active classroom environments were superior when the criteria involved
comprehension, long-term recall, general problem-solving ability,
scientific attitude, and subsequent interest in the subject [15].
Substantial benefits are also cited for teaching methods that provide
opportunities for reflection, such as giving students time in class to
write brief summaries and formulate written questions about the material
just covered [15,20].
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