Source: NYTimes, Aug 2012
In a 2008 survey of first- and second-year medical students at Harvard, those who used accelerated video lectures reported being more focused and learning more material faster than when they attended lectures in person.
Not everyone learns most effectively in the same way. And yet in the face of all evidence, we rely almost entirely on passive learning. Students listen to lectures or they read and then are evaluated on the basis of their ability to demonstrate content mastery. They aren’t asked to actively use the knowledge they are acquiring.
“Active learning classrooms” — which cluster students at tables, with furniture that can be rearranged and integrated technology — help professors interact with their students through the use of media and collaborative experiences. Still, with the capacity of modern information technology, there is much more that can be done to promote dynamic learning.