An active learning discourse permeates educational research literature and current educational policy from the early years through to higher education across a number of countries.   This paper begins by tracing the active learning discourse evident in Curriculum for Excellence 3 to 18 (SEED, 2004), a developing curriculum policy in Scotland, where active learning is explicitly addressed in terms of definition and pedagogical implications within the context of early years settings, and implicit, though much less distinctive, throughout the remaining years.  Active learning might be considered to be closely aligned to the discourses of ‘personalisation’, ‘individualisation’, and  ‘responsibilisation’ of education (Ball, 2008, p.204) where the individuals are being encouraged to take more responsibility for learning and consequently for any associated failure to do so.  The paper then seeks to address the lack of clarity surrounding the definition of active learning in much of the research literature.  

The definition of active learning offered as a framework for analysis in this paper is three fold: behavioural, cognitive and social (Watkins et al, 2007).  This definition is underpinned by a constructivist epistemology (Mayer, 1998 in Watkins et al, 2007).  There are various conceptions of constructivism (Larochelle et al, 1998), however, within education, and specifically relevant to the framework definition used here, two branches are most evident, namely cognitive constructivism and social constructivism (Phillips, 2000).  Within these conceptions the focus is on individual construction of knowledge and understanding as well as that constructed through interaction with others (Fosnot, 1996).  Learners are active constructors of knowledge and understanding and meaning making is central to learning (Simons, 1997 in Watkins, 2007).

Active learning is not a new or innovative discourse, however, given its resurgence and prominence in current policy, the development of clarity in professional understanding regarding its meaning and pedagogical implications is vital in order to support  good educational  practice.

Research Aim

This paper seeks to explore this active learning discourse as it is presented and discussed in a selection of literature from a range of educational settings.

Research Questions

• How is active learning defined?
• What are the associated pedagogical implications in learning and teaching?
• What are the issues surrounding the implementation of an active learning approach?

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