Active learning – A paradigm of contemporary education and teaching

Abstract

A new pedagogical paradigm(s) has not yet been theoretically conceived nor have contemporary educators reached consensus on its terminology or definition. There is a number of solutions offered in pedagogical publications, among which active learning as a new paradigm of contemporary education and teaching raises the highest interest. In this respect, active learning is understood as an opposite to passive learning, as a special learning theory, a teaching strategy, and a learning method. A number of authors regard active learning as essential form of learning, for which a new taxonomy (L. D. Fink) has been designed featuring six categories (fundamental knowledge, application, integration, human dimension, concern, learn how to learn). What concerns educators the most is the relationship between the traditional paradigm (passive learning, teaching based on lectures and presentations) and the new one (active learning). This relationship is presented (Bonwel and Sutherland) through continuum representations of common features of both paradigms (continuum of task complexity; continuum of teaching goals; continuum of class interaction; continuum of student’s experience). At the heart of pedagogical perspectives (digital learning, Internet-generation) there is a replacement of the traditional paradigm with the new one, with either ‘revolutionary’ (T. Kuhn) or ‘evolutionary’ (K. Popper) approach.