Active Learning Strategies as a Factor of Humanitarization of Modern Higher Education

Abstract

The author dwells on the nature of active learning strategies through the perspective of humanitarization of modern higher education.

This study examines the evidence to support the effectiveness of active learning. It defines the common forms of active learning most relevant for the University humanitarian environment. The paper focuses on four broad categories of active learning strategies contributing to the development of the humanitarian University environment. They are individual activities, paired activities, informal small groups and cooperative students’ activities and projects. The choice of this or that category will depend on the size of the class, available physical space, objectives of the class, the amount of time the teacher can devote to the activity, and the comfort level of the teacher with the strategy.

The article regards active learning as a strategy wherein students are closely engaged in building understanding of facts, ideas, and skills through the completion of instructor directed tasks and activities as well as through experience sharing, reflection and inquiry. Active learning as a factor of humanitarization involves providing opportunities for students to meaningful discussions and listening, writing, reading, and reflecting on the content, ideas, issues, and concerns of an academic subject.