Stimulating Deep Learning Using Active Learning Techniques

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Tee Meng Yew
Fauziah K.P. Dawood
Kannaki a/p S. Narayansany
M Kamala a/p Palaniappa Manickam
Leong Siok Jen
Kuan Chin Hoay


When students and teachers behave in ways that reinforce learning as a spectator sport,
the result can often be a classroom and overall learning environment that is mostly limited
to transmission of information and rote learning rather than deep approaches towards
meaningful construction and application of knowledge. A group of college instructors set
out to change this in the context of their own classrooms. The instructors formed a
community of practice and embarked on an action research project on seeking ways to
stimulate deep learning approaches in their classrooms. Active learning techniques such as
role-playing, student-led discussions, and debates are discussed. Each member of the
community chose techniques that he or she was comfortable with and which could best
meet the desired learning outcomes of their respective classes. This article describes the
process, successes and challenges based on the experience and the quantitative and
qualitative data collected by the community of practice functioning as an action research


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