Active Learning

Each OPEDUCA-instrument first sees to mental activation of the student, an ‘awakening’ for development in an involved way

Intro

In OPEDUCA, 'active learning' is to be understood as youngsters' ‘awakening’ for development in an involved way, students’ active participation in the learning process results in an increase in the intellectual potential to make acquired information more readily practical in problem-solving, the enaction of the learning activities in terms of the intrinsic reward of discovery itself, learning the heuristics of discovery and making the material more readily accessible in memory (Bruner, 1961). The learning takes place within ourselves, is not placed nor stored outside of us – one cannot be handed or look up knowledge. The multitude of first-hand experiences the OPEDUCA instruments comprise always leave an impression but are regarded meaningful if they are effective openers, call for attention and awaken the student to be(come) active.

Although the importance of an active state of mind was shared broadly, observations and interpretations differed in daily practice. Students showed a variety of attitudes and tempers, some growing silent and for the time being, pulled back into themselves while others made their active state noticeable. Social interaction by ways of the Study-Teams engaged over 80%, which however not meant they were activated. Interaction could lead to an active mode over engagement, engagement however also possibly the result of an already present active mode. 

Whereas the intake, storing and processing of data and the generation of information might remain subject to different convictions and remains obscure, I argue the ‘outcome’ by ways of reflections, reasoning and notable action allows for more objective observation. Here is a reason the OPEDUCA instruments see to a continuous flow of expression in a variety of ways, accumulating in a constant flow of articulation through presentation.  

We noticed misinterpretations between ‘active, action and activity'. When referring to an active state we consider the mind awake, open, involved. Psychical action in all sorts of activities can provide distraction the (subconscious) mind needs while impressions trickle into our working memory continuously, but it is not merely outward observable action that enhances the learning. We observed it to contribute, however for only brief time intervals, until action became a (senseless) distraction. It essential to be aware of the limited near linear ability of our working memory to ‘trickle and instill’ data and their (changing) interrelations in our longer-term memory to allow the latter to (unconsciously) perform the knowledge-generation process it is equipped for. In cases students told us they eventually felt comfortable with rest, finding peace of mind. Distraction, either by play, continuing instructions, games or hectic classrooms, seemed contra-productive as (e)motion stood in the way of contemplation, senses over-challenged.

We noted teachers, especially in secondary, only seldom installed moments of silence (to think, read). Time indicated for ‘individual learning’ practically meant students were sitting behind screens, mostly connected to the internet. Teachers frequently interpreted students’ searching, clicking, scrolling as ‘being active’, not questioning an overload of the senses. Although the internet can be critically qualified as a two-dimensional frozen state also containing outdated and subjective information, especially its ever-changing continuous flow of short texts and rapid visualizations create an illusion of action to our senses and the observer (moreover, we regard this learning to take place within ourselves and not placed nor stored outside of us – one cannot look up knowledge).

The Teacher's understanding of 'active' and possibilities to 'awaken' students


As we found in practice, working with over 400 teachers often in the daily reality of their school, most very well understood (if not 'felt') what Active and Awaken means, they faced a pedagogical challenge to turn that into practice. In a complex of reasons for that, most relevant was their limited or lost 'associative capacity', close to narrative qualities. It proved difficult to come forth with (questioning) real-life phenomena that have the quality to unleash a certain 'wonder' with their students, simply because of their limited repertoire. 
Their dependency on textbooks is only a partial explanation, for as most admitted when being handed examples that worked, they just appeared not interested and active enough themselves (anymore) to generate an active state of mind. Some were astonished when we for example sent students out to discover and take a picture of the largest water pump in their neighborhood (the prelude for an active search and activated reasoning about trees' root system, groundwater levels, drought, unsafe sidewalks, and much more).

The Body's Experience of Online Versus Face-to-Face Learning

Due to the strong interconnection between stress and emotions and the well-described effects of emotions on cognition and learning, academic emotions have been of substantial interest within the field of educational psychology.

The literature suggests that positive academic emotions are associated with high academic achievement, whereas deactivating negative academic emotions generally predicts low academic achievement. One important category of academic emotions is epistemic emotions - emotions that are triggered by cognitive problems or obstacles. Examples of these emotions include surprise at a new task and curiosity and confusion about a challenge or obstacle. Epistemic emotions are especially important in learning with new, non-routine tasks. Research suggests that while many students believe that learning should fixed, simple, certain and quick, and may misinterpret extra effort as poorer learning, errors are the gateway to neuroplasticity, and that that’s why it is important for students to sit with the frustration of learning for a while.

Jonathan Boymal

One question that has received considerable attention over the last 3 years is whether there are any differences in how the body experiences online learning compared to face-to-face learning. Two recent studies from a research team at Ruhr University’s Faculty of Medicine provide some fascinating insights.

In 2022, the team published results of study that investigated whether stress occurs to the same extent in online learning as during in-person classes. They measured various physiological parameters, including heart rate variability and salivary cortisol concentrations in students who attended an anatomy course either online or in a physical classroom.

Although the courses were equally intellectually demanding, the online group showed a significantly lower physiological state of excitation. In other words, students were more relaxed when they attended the class online. Given the documented interdependence of physiological arousal, emotions and academic achievement, this begs the questions as to whether differences in the types of online learning environments can generate differences in psychobiological responses.

The same research team has published a study in the journal Annals of Anatomy, suggesting that the extent to which learning is active can influence the physiological state of arousal. The researchers developed three different learning environments for the course: face-to-face teaching, passive online teaching and active online teaching. During the course, the researchers measured the students' heart rate variability as an indicator of the activation of the autonomic nervous system, as well as the concentration of certain enzymes and hormones in their saliva.

Compared to passive online teaching, students in active online learning environment showed increased concentrations of the stress hormone cortisol in their saliva - a sign of greater physiological arousal. In addition, decreased heart rate variability and concentrations of a particular enzyme in saliva, indicating that the body was entering a state of higher readiness to perform, was shown during active online teaching. Importantly, the values for the active online learning environment were comparable to those for the face-to-face learning environment.

These two studies highlight that it may be extent to which students are actively engaged, rather than simply whether they are learning online or in a physical classroom, that makes the difference in the body's experience of learning. While in the first study online learning was found to result in a lower physiological state of excitation, in the second study incorporating active learning elements into an online learning environment achieved a similar physiological arousal as in a face-to-face learning environment.

February 11th, 2023

Titus Brandsma School

A young Journaal 4 Reporter gives a great insight in the OPEDUCA-based education at primary school Titus Brandsma in Brunssum (Primary Education, Netherlands). Students and Teachers at Titus Brandsma do a fantastic job with a focus on the Inquiry-Based Learning the OPEDUCA-element 'Flight for Knowledge' is based on. 
In spring 2017 Titus Brandsma continued its journey towards OPEDUCA-based education when their young students decided to have a say and a role in the re-design and re-built of the largest supermarket in their community. Starting out from scratch, working on the concept for the architectural design, teams got on their way studying the Look & Feel, Logistics, Marketing and all that is part of this puzzle they will co-construct with the supermarket manager, an Architect and all involved as Partners in Education.

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For academic reference and publications: Eussen, J. F. G. (2022). ESD-based education - https://doi.org/10.26481/dis.20220201je - ISBN 9789464235906