Collaborative and Active-learning techniques are known to many faculties but they are reluctant to use them in their classes. One of the foremost reasons for not implementing the instructional techniques is their perception about it that it takes too much time and the course remains uncovered. The instructor cannot cover as much material in the course incorporating active learning techniques. Secondly, an instructor requires a lot of time preparing lectures with active learning techniques. A growing body of evidence suggests that students learn more information when they are asked to engage it actively (Springer, 1998). Some case studies have been presented in support of the active and collaborative learning techniques which the millennial learners prefer and that proved that students learning will be life-long when engaged in learning material. Collaborative and active learning techniques along with lecture were used in two courses to prepare the students for the workplace.
References
Albanese, M.A., and MITCHELL S. (1993), "Problem-Based Learning: A Review literature on its Outcomes and Implementation Issues," Academic Medicine, Vol.68, pp.52-81.
Prince M. (2004). "Does Active learning work? A Review of the Research. J. Engr. Education, 93 (3) 2004, 223-231
Springer, L., Stanne, M. E., & Donovan, S. S. (1998). Effects of small-group learning on undergraduates in science, mathematics, engineering and technology. Madison, WI: National Institute for Science Education.
Slavin, R. W. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69
Johnston, S., & Cooper, J. (1997). Quick thinks: Active-learning tasks in lecture classes and televised instruction. Cooperative Learning and College Teaching, 8 (1), 3-5
Faust, J. L., & Paulson, D. R. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching, 9 (2), 3-24.
