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From Passive to Active Learning:Experience From INES-Ruhengeri,A University of Applied Sciences in the Republic of Rwanda
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The aim of this study was to explore students and lecturers' attitudes and views towards active learning strategies (ALS) implemented at the Institute1 Enseignement Superieur de Ruhengeri (INES-Ruhengeri), an Institute of applied sciences in Rwanda. Each class was taught in an active (non-traditional) manner for one course and in a passive (traditional) manner for another course. Several active learning methods (Think-Pair-Share, Card for Active Learning, Cooperative Learning, Supporting all the students, & Expert group) have been implemented during student teaching sessions. Questionnaires and interviews were administrated to students and lecturers, and then data were analysed. The results have shown that 78% of students learn better when the lesson involves ALS and it helps them to understand things better. 58% said that they enjoy lessons more if they involve ALS. It has also been reported (56%) that ALS helps students to communicate and to have better relationships with other classmates. The study has also found that over 82% of the lecturers agree that using ALS have a positive effect on students' performance. This is very encouraging as it will help to improve the teaching and learning of students at INES. About 75% of the lecturers agreed that ALS methods ensure that total participation of students is achieved, integrate the learners'experience and makes students interact in class. Some lecturers (15%) indicated that the class size of students and workload can affect the ability to use ALS. The different findings of this research will probably be useful for other institutes about the best ALS that the academic staff members in developing countries need for their teaching work, especially in the context of applied sciences.
Keywords
Passive Learning, Active Learning, University of Applied Sciences, INES-Ruhengeri.
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