Active Learning for Knowledge Development and Management: A Case Study at Bangsaen, Thailand

By Rungnapha Khamung, Basanti Majumdar and Rana Pongruengphant.

Published by The International Journal of Learning in Higher Education

Format Price
Article: Print $US10.00
Published online: November 22, 2016 $US5.00

This study was based on a sequence of active learning workshops, which had four themes: student-centered learning, critical thinking, leadership skills, and the awareness of cultural values. Under each theme, active learning methods of team work, debate, role-play, conceptual diagrams, decision-making, collaboration, participation, information sharing, student input and output, skill-based activities, group presentation, and teacher as the activator were applied. The objective of this study was to analyze the effectiveness of various active learning methods applied throughout the workshop. For a teacher to successfully transfer knowledge to students, it requires both parties to apply their skills, ability, experience, know-how, values, and cultures with methods of comparison, communication, connections, and consequences to transform undigested knowledge into synthesized knowledge. This study employed post-workshop surveys, participant comments, and on-site observations to gather data. At the end of each workshop, its outcomes and the implications of active learning methods versus corresponding theories were assessed. The study results indicated that these workshops gave the teachers aspiration and motivation to apply new found skills in teaching and learning. Active learning approaches evidently influenced student learning abilities. This study found that applying student-centered learning processes, leadership skills, critical-thinking skills, and collaborative skills onto a real class teaching environment were valid methods for knowledge development and management. The active learning method could be effective and worthy to be considered for teaching and learning improvements. However, combining the active learning style with the traditional teaching style would balance teacher and student interest, so that both sides feel more involved and engaged in group learning activities.

Keywords: Active Learning, Knowledge Development, Knowledge Management, Educational Innovation

The International Journal of Learning in Higher Education, Volume 24, Issue 1, March 2017, pp.1-17. Article: Print (Spiral Bound). Published online: November 22, 2016 (Article: Electronic (PDF File; 935.574KB)).

Dr. Rungnapha Khamung

Lecturer, Tourism and Hotel Management, Burapha University International College, Bansaen, Chonburi, Thailand

Basanti Majumdar

Professor, School of Nursing, McMaster University, Hamilton, Ontario, Canada

Rana Pongruengphant

Dean, Office of the Dean, Burapha University International College, Bangsaen, Thailand