Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps
Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pe...
Published in: | International Journal of Evaluation and Research in Education |
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Institute of Advanced Engineering and Science
2024
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2-s2.0-85197310501 Leow M.H.; Hassan N.; Mohd Sharizal S.A.; Razak R.A. Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps 2024 International Journal of Evaluation and Research in Education 13 3 10.11591/ijere.v13i3.26877 https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197310501&doi=10.11591%2fijere.v13i3.26877&partnerID=40&md5=232f57786fff70bff7ea67bed77bfa53 Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives. © 2024, Institute of Advanced Engineering and Science. All rights reserved. Institute of Advanced Engineering and Science 22528822 English Article All Open Access; Gold Open Access |
author |
Leow M.H.; Hassan N.; Mohd Sharizal S.A.; Razak R.A. |
spellingShingle |
Leow M.H.; Hassan N.; Mohd Sharizal S.A.; Razak R.A. Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
author_facet |
Leow M.H.; Hassan N.; Mohd Sharizal S.A.; Razak R.A. |
author_sort |
Leow M.H.; Hassan N.; Mohd Sharizal S.A.; Razak R.A. |
title |
Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
title_short |
Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
title_full |
Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
title_fullStr |
Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
title_full_unstemmed |
Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
title_sort |
Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps |
publishDate |
2024 |
container_title |
International Journal of Evaluation and Research in Education |
container_volume |
13 |
container_issue |
3 |
doi_str_mv |
10.11591/ijere.v13i3.26877 |
url |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197310501&doi=10.11591%2fijere.v13i3.26877&partnerID=40&md5=232f57786fff70bff7ea67bed77bfa53 |
description |
Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives. © 2024, Institute of Advanced Engineering and Science. All rights reserved. |
publisher |
Institute of Advanced Engineering and Science |
issn |
22528822 |
language |
English |
format |
Article |
accesstype |
All Open Access; Gold Open Access |
record_format |
scopus |
collection |
Scopus |
_version_ |
1818940552184332288 |