All Ireland Society for Higher Education
| Name: | Almar Barry |
|---|---|
| Email: | almar.barry@ucd.ie |
| Institution: | University College Dublin |
Active learning encourages students to become independent, critical and autonomous thinkers which is necessary for an effective labour force in the modern knowledge economy. However, despite its perceived benefits, active learning remains an elusive notion in higher education. Since September 2003, in my own teaching practice as a university lecturer, I have implemented a range of active learning methodologies in small and large group teaching contexts. Initially, students are resistant to such a method of teaching and learning but as my modules progress they become very comfortable with this approach and have stated that active learning enriches and consolidates their comprehension of the material covered in class. To date, there has been no empirical research completed assessing how active learning enhances the learning experience for students. Furthermore, there is a perceived myth in universities that active learning is difficult to achieve in a large group teaching context.
Finally, there has been no research completed assessing the reasons for the change in students' perceptions before and after active learning. The purpose of this paper is to anlayse the reactions of students to active learning using a Drama in Education Approach in the teaching of economic geography in a large group teaching context. The analysis is based on results from questionnaires and interviews with 150 Third Year Geography students in UCD (2005-2006) and focuses, in particular, on their perceptions of active learning using a Drama in Education approach before and after it has been implemented in class.