Active learning has implications for the traditional roles of tutor and student and shapes the dynamics in the classroom. There is a shift from a teacher-centred model to a learner-centred approach. This is accompanied by a shift from product-driven learning to process-driven.
From - To grid showing shift in tutors’ role required to create an active learning environment
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Tutor-centred room |
Student-centred room |
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Product-driven learning |
Process-driven learning |
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Tutor as ‘transmitter of knowledge’ |
Tutor as an organiser of knowledge |
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Tutor as the expert/leader of a teaching session |
Tutor as an enabler, facilitating students in their learning |
From - To grid showing shift in students’ role required to create an active learning environment
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Being passive recipients of knowledge |
Active and participatory learners |
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Focus on answering questions |
Asking questions |
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Being ‘spoon fed’ |
Taking responsibility for their own learning |
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Competing with one another |
Collaborating with each other |
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Wanting to have their own say |
Actively listening to views of others |