Today's teaching learning process in education comprises variety of tools and techniques. A large number of active learning strategies are identified to make the student active and engaging. In spite of these developments, conventional style of passive teaching also exists. Research reviews ensure the fact that the practice of the active learning strategies engage the students positively and promote their performance. There is a concern whether the strategies are practiced rightly and always been a success. The inclusion of active learning strategies by the teachers is always made with the assumption that all the students enjoy and get engaged in learning. Is it the truth really? This research work attempts to find the difference in the perspectives of students and teachers in practicing different active learning methodologies. Few commonly used teaching learning strategies are identified, practiced and reviewed by a set of teachers and the students. The analysis of the obtained data reveals the existence of gap between their perspectives and indicates the need of adopting suitable pedagogy in implementing those strategies.
References
Bhosale, Uma A., Radha Yegnanarayan, and Gauri E. Yadav. (2013) Attitude, perception and feedback of second year medical students on teaching�learning methodology and evaluation methods in pharmacology: A questionnairebased study, Nigerian medical journal: journal of the Nigeria Medical Association, 54(1), 33.
Murray, Kate, and Ranald Macdonald. (1997) The disjunction between lecturers' conceptions of teaching and their claimed educational practice, Higher Education, 33(3), 331-349.
Quinton, Sarah, and Teresa Smallbone. (2010) Feeding forward: using feedback to promote student reflection and learning�a teaching model, Innovations in Education and Teaching International, 47(1), 125-135.
Rodgers, Carol R. (2006) Attending to student voice: The impact of descriptive feedback on learning and teaching, Curriculum Inquiry, 36(2), 09-237.
Han, Jae Hoon, and Adam Finkelstein.(2013) Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education, Computers & Education, 65, 64-76.
Wahab, Rabab A., and Sameera Al-Alaiwat.(2015) Student's Attitudes towards Online Assignment Submission at College of Health Sciences, University of Bahrain, Fifth International Conference on e-Learning (econf), IEEE.
