ABSTRACT
The qualitative-phenomenological research sought to identify the active learning strategies utilized in addressing passive learning for post-pandemic students, serving as the foundation for a training program. The study involved fifteen teachers as participants purposively selected from the College of Education of PHINMA University of Iloilo. Data collection involved in-depth interviews guided by the researcher-made interview schedule. The study revealed several key themes related to active learning strategies designed to counteract passive learning among post-pandemic students. These include the strategies employed to actively engage learners in the classroom, the challenges faced in implementing such strategies, the adaptive teaching approaches developed to address these issues, and how active learning helped students overcome obstacles and attain their learning objectives. Based on the thematic insights, the researcher formulated a training program designed to assist teachers in overcoming challenges, enhancing participation, and improving instruction for post-pandemic learners.
Keywords: Active Learning Strategies, Passive Learning, Training Program
INTRODUCTION
During the pandemic, designing learning activities that relied on student participation posed a challenge, as there was no assurance that virtual lessons could effectively replicate the dynamics and engagement of traditional classroom settings. This caused learners to become dependent, passively received information from the instructor, and diminished engagement and motivation due to lack of interactive and hands-on learning experiences. The restrictions of the pandemic resulted in them relying solely on technology.
According to Wise et al. (2020), students spent around 75% of their time listening and observing during online classes which characterized them as passive learners. When the restrictions were lifted, post-pandemic learners still struggled to adjust to the new learning set-up. They found it difficult to engage fully in the learning process, which consequently affected their academic achievement and overall growth.
Active learning strategies refer to instructional techniques that promote student involvement by encouraging participation and the practical application of knowledge. These strategies include a range of activities aimed at addressing the varied needs of diverse learners. According to Jarme (2024), active learning strategies were viewed as (1) helping promote interactive learning, (2) improving learners’ creativity and critical thinking skills, and (3) fostering understanding and enhancing retention. In addition, active learning strategies used by English teachers included think-pair-share and peer-teaching, role-playing and debates, and reporting and mini-lectures.
Being in the 21st century, learners were dependent on technological advancements which became a challenge for the traditional classroom set up. In a teacher-centered classroom, the one-way approach to instruction often resulted in decreased student interest and motivation to learn. These resulted in poor academic performance and could lead to academic failure. Rather than being passive learners, active learning promoted collaboration, active engagement, and critical thinking skills.
According to the American Physiological Society Journal, an average student had an attention span of 10 to 15 minutes which meant that a normal class of 1 hour and 30 minutes made a student feel unmotivated, resulting in poor academic performance, behavioral issues, and reduced class participation. By applying active learning strategies, learners were able to interact with peers, participate in the discussion, and relate with the lesson, which motivated them and improved academic and self-development through the immediate feedback of the teachers.
Post-pandemic learners, as a product of traditional classrooms, tended to be passive learners. In traditional classrooms, teachers regulated the flow of information and students depended on their teacher for knowledge. This resulted in loss of interest to learn, lack of critical thinking, and poor academic performance. Additionally, a study by Garcia and Patel (2023) highlighted that learners accustomed to passive consumption of information during the pandemic struggled with the shift back to active learning environments, facing challenges such as diminished attention spans and decreased critical thinking skills.
It was with this connection that the researcher carried out the study to examine how active learning strategies were applied to overcome the challenges of passive learning among post-pandemic students at PHINMA University of Iloilo – College of Education.
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