The concept of the involvement of students becomes more than educational rhetoric. Active training methods have been developed as strategies for instructors to promote commitment to both materials and learning in the disciplines. High level of commitment increases learning, especially in underrepresented minority students, and the retention of materials. While teachers may occasionally engage with students outside the classroom (e.g. experiential learning, incidental conversation), this happens most often in the classroom. The most challenging aspect of this relationship for instructors is the relationship between students and material beyond the fundamental level of knowledge and understanding. This learning process has begun to be understood as “the continue of involvement,” where students have various ways of learning that need to start with their activity in the classroom. There are numerous benefits of active learning. The integration into the classroom of active learning strategies gives a strong teaching model since active education promotes the use of the material during presentation.
Benefits of Active Learning
Active learning techniques involve students deeper into the learning material process by promoting critical thinking and encouraging autonomous learning development. The application of active training methods not only gives students a chance to practice skills and ask questions but also gives teachers a chance to assess students’ understanding and to remedy key issues on an almost ‘real-time’ basis. Active learning environment involves learners, promotes “doing” with understanding, gives students opportunities to revise and improve their own thinking (formative assessment), and helps students connect classroom information to foreign practice.
The student should reflect, write, speak, and express themselves in active learning theories that ensure continuous growth among learners. Active learning should be introduced into theories. It should not take into consideration the marks, but students are more involved in their class and encouraged to learn about subjects. They are forced to work with the subject they are instructed to discover how much they have learned.
While active learning has been validated and increasingly incorporated into classroom as a way to improve students’ learning, a literature search failed to identify an “inventory tool” for the quantification and characterization of the use of active-learning techniques by teachers. A standardized, reliable inventory tool is developed that enables the type and volume of active learning in classes to be documented and provides a basis for quality assessments of active learning techniques. Furthermore, an inventory instrument helps identify the type of active learning which is best suited to the teaching or assessment of a specific level of knowledge, provides faculty and program administrators with the goal of evaluating teaching skills and offering improvement comments and is valuable to researchers in this field. A further advantage of a tool is that it offers documents to emphasize increasingly how results are measured in pharmacy education, but we do not have available tools to document objectively the use of effective teaching methods (such as active learning) to obtain these results. Consequently, try to develop a valid and reliable inventory tool for learning to quantify the use of active education in major courses and compare the perceptions of the instructor of the volume, type of active learning in the classroom, to the quantified amount and type using this active students’ inventory tool.