Prospects and Challenges of Activity Based Learning … 6 of 12 “learning by doing”. Learning takes place through direct involvement and reflection. Learners bring their own life

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Prospects and Challenges of Activity Based Learning System in Higher Education in India: A Case Study of Jharkhand State

By: Dr. Sonal Sharma

University Department of Commerce & Business Management

Vinoba Bhave University

Hazaribag-825301 (Jharkhand) India.

Mentor

Prof. (Dr.) M. K. Singh

Head & Dean

University Department of Commerce & Business Management

Vinoba Bhave University

Hazaribag-825301 (Jharkhand) India.

UNIVERSITY DEPARTMENT OF COMMERCE AND BUSINESS MANAGEMENT

VINOBA BHAVE UNIVERSITY

HAZARIBAG - 825301

JHARKHAND, INDIA

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Prospects and Challenges of Activity Based Learning System in Higher Education in India: A Case Study of Jharkhand State

Introduction

Activity-Based learning (ABL) describes a range of pedagogical approaches to teaching. Its core

premises include the requirement that learning should be based on doing some hands-on

experiments and activities. The idea of activity-based learning is rooted in the common notion

that children are active learners rather than passive recipients of information. If the child is

provided the opportunity to explore on his own and provided an optimum learning environment

then the learning becomes joyful and long lasting. There is really only one way to learn how to

do something and that is to do it. If you want to learn to throw a football, drive a car, build a

mousetrap, design a building, cook a stir-fry, or be a management consultant, you must have a go

at doing it. Throughout history, youths have been apprenticed to masters in order to learn a trade.

We understand that learning a skill means eventually trying your hand at the skill. When there is

no real harm in simply trying we allow novices to "give it a shot."

Activity Based Learning Process

Figure No. 1.1: Activity Based Learning Cycle

Set up Activity

Learning Activity

Reflection on Learning

New Question

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Origin of Activity Based Learning

Activity-based learning started sometime in 1944 around World War II when a British man

David Horsburgh came to India and finally decided to settle down there. He was an innovative

thinker and charismatic leader.1He started teaching in Rishi Valley School. He joined the British

Council and worked in Chennai and Bangalore for many years. After his voluntary retirement, he

located a 7-acre (28,000 m2) site in Kolar District and opened his school, Neel Bagh. Neel Bagh

was based on an innovative idea of Horsburgh and known for its creative methods in teaching

well-planned learning materials. With his wife Doreen and his son Nicholas, Horsburgh

developed a diverse curriculum, which included music, carpentry, sewing, masonry, gardening,

as well as the usual school subjects, English, mathematics, Sanskrit, and Telugu. These

pedagogic materials were systematically planned, with sketches and drawings and an occasional

touch of humour. Later Horsburgh created a magnificent library in Neel Baugh that was

accessible to teachers and students. This initiative of Horsburgh was later proved to be one of the

pioneer and milestones in ABL. In modern time ABL is the method of education followed in the

Corporation schools of Chennai, from 2003, as an effort to provide special schools for children

who had been freed from bonded labour.2

Methods of Activity Based Learning

1. Project Based Learning or PtBL is the use of in-depth and rigorous classroom projects to

facilitate learning and assess student competence. Students use technology and inquiry to

respond to a complex issue, problem or challenge. PtBL focuses on student-centered inquiry and

group learning with the teacher acting as a facilitator.

The students engage in design, problem solving, decision making, and investigative

activities. It allows students to work in groups or by themselves and allows them to come up with

ideas and realistic solutions or presentations. Students take a problem and apply it to a real life

situation with these projects. PtBL is a different teaching technique that promotes and practices

1 "Where mind is without fear". The Hindu (Chennai, India). 11 January 2004.

2 Anandalakshmi S., "Activity Based Learning: A Report on an Innovative Method in Tamil

Nadu ", SSA, pp. 1–8.

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new learning habits. The students have to think in original ways to come up with the solutions to

these real world problems. It helps with their creative thinking skills by showing that there are

many ways to solve a problem.

2. Problem Based Learning

Problems are used as a stimulus for students to start the learning process. Students reason

through the problem and find out what they already know and what they should know in order to

solve the problem. It is through this active and reflective thinking process that students become

responsible for their own learning. It is the application of their knowledge to the problem that

students test and integrate what they learn. In general, problem based learning (PmBL) aims to

motivate students to participate in the learning process and to help foster problem solving skills.

In problem based learning (PmBL), class activities are constructed around a problem

or problems. The instructor no long lectures. Instead, when the instructor integrates PmBL into

the course, students are empowered to take a responsible role in their learning. The instructor is

not the authoritative source of information and knowledge. Students have to take the initiatives

to inquire and learn; and the instructor must guide, probe and support students' initiatives. What

students learn during their self-directed learning must be applied back to the problem with

reanalysis and resolution.

3. Work-Based Learning

Work-Based Learning means instructional programs that deliberately use the workplace as a

site for student learning. Work-based learning programs are formal, structured, and strategically

organized by instructional staff, employers, and sometimes other groups to link learning in the

workplace to students' college-based learning experiences. Work-based learning programs have

formal instructional plans that directly relate students' worksite learning activities to their career

goals. These experiences are usually but not always college-credit generating.

4. Active Learning is an umbrella term that refers to several models of instruction that focus the

responsibility of learning, on learners.

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Examples of "Active Learning" activities include:

Using Audio-Visual Materials

Using Case Studies or Case Method Teaching

Using Collaborative/Cooperative Methods or Group Work

Using Computer Aided Instruction

Using Demonstrations or Lab Activities

Using Discussion, Debate, or Student Presentations

Using Field Trips or Field Work

Using Games or Simulations

Using Library Assignments

Using Projects

Using Role Play or Performance

Using Surveys or Interviews

Using Writing Activities

5. Self-Directed Learning

Self Directed Learning is an informal learning process in which an individual takes on the

responsibility for his/her learning process by identifying his learning needs, setting goals, finding

resources, implementing strategies, and evaluating their results. It can be easily implemented in

daily activities. Students can motivate by internal as well as external factors of environment.

Self-Directed Learning is a reflective and action-oriented process. Learning can be linked with

other students. Some situations lend themselves to self-directed learning better than others. Self-

Directed Learning needs to be combined with other learning methods for content to be fully

learned. Since Self Directed Learning is unstructured and independent, it is easy for students to

become unproductive.

6. Experimental Learning

This is a holistic learning approach in which the learner utilizes his or her experiences and

learning strengths in the process of constructing knowledge. It is more commonly referred to as

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“learning by doing”. Learning takes place through direct involvement and reflection. Learners

bring their own life experience to the learning situation. “Hands-on” aspect increases motivation

and material retention. Learners may bring differing cultural experiences or perspectives to the

learning experience.

Benefits of Activity Based Learning

It Move students from passive recipients to motivated participants through more

contextualized, hands-on teaching activities.

Activity based instruction appeals to those who enjoy learning through doing. However,

not all learners are active learners. Some learners are more reflective and like to observe,

while others enjoy theorizing and thinking about concepts without any practical work.

But it does work for those who are actively inclined.

Activity based learning can be fun and motivate those students who are used to

everything being entertaining, exciting, instantly gratifying and easy and who would

otherwise be lost because of their poor attitude.

Activity based learning does give the child scope for independent learning and exploring

something on their own, without any direction from a teacher.

Active learning works because it allows for students to assess their own role in their

learning processes.

Active learning redefines classroom practice from a static view of learning in which

knowledge is poured into the passive, empty minds of student learners to a more dynamic

view where, through project-based, collaborative, and problem-based activities, students

play a more vital role in creating new knowledge to be applied to other professional and

academic contexts.

Active learning encourages assessment throughout the course rather than at the end and

recognizes the importance of self-assessment.

Limitations

Activity is just part of learning. Without reflecting on the activity; thinking about it in

certain ways to make a theory; testing that theory again etc. the active learning will have

very little lasting value. There will be activity but nothing particular gained from it.

Active learning should be balanced with other less concrete experiences.

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Young learners can totally loose the point of the exercise and not gain anything from it.

For example, using paints to make a chart to supposedly learn about graphing can

degenerate to a painting exercise where the child simply thinks they are making a picture.

The exercise is too much like play and the child does not realize they are meant to be

doing something totally different.

Active learning can become very trivial for advanced learners. When a concept is

understood and the learner is ready to move on it would be very tedious and time

consuming to do some practical activity based around the concept.

Focusing on activity to make learning fun can actually hamper those students who would

make good progress without it. Those more able learners can also come to believe that all

learning should be fun and be hampered in their attitude for tackling more difficult

advanced matter that does not so easily render itself to being made into an "activity".

Much advanced matter is abstract and doesn‟t lend itself to activity. The learner may be

limited in their learning pathway because of being directed towards more practical

elements of knowledge and applications of theories rather than the development of raw

theories in themselves.

Objectives of Study

The broad objectives of study are as follows:

1) To understand the terminology of activity based learning and to find out how important it

is for our education system

2) To study the significance of activity based learning from higher education perspective

3) To analyze the performance of students before and after introduction of activity based

learning in the classroom.

4) To analyze the effectiveness of activity based learning in higher education system

5) To find out the factors that impact upon the proper implementation and successfulness of

activity based learning in higher education.

6) To find out the challenges posed by internal and external environment of university

education system for activity based learning

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7) To review and analyze the existing higher education framework

8) To analyze the course curriculum of Indian Universities with respect to Foreign

Universities

9) To find out the limitations in the higher education system with respect to activity based

learning.

10) To examine the feasibility of activity based learning in the university education system

11) To provide an appropriate solution for the sound and effective education system

12) Finding suitable measures to make activity based learning a successful learning

technique in the classroom

13) To provide a future prospects of this learning system within the framework of current

higher education system

14) To provide a recommendation to the ministry of human resource development for the

improvement in the existing educational system.

Review of Literatures

King Terry. Paterson Pat “Problem-Based Learning in Higher Education: Theory into

Practice” University of Portsmouth, Portsmouth, UK HERDSA 2002 Conference

Proceedings.

The introduction of problem-solving learning based on problems of design, decision or

construction. The authors suggest that problem-solving learning has its own limitations and

weaknesses. The model developed in the paper stresses the need for the introduction of

collaborative, problem-based learning using „problems of explanation‟ which promote

knowledge building, which is inherently generative and explicitly encourages the development of

a research culture. The paper discusses the characteristics of an environment for computer

supported knowledge building and the advantages this offers.

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O’Neill, G., Moore, S., McMullin, B. (Eds), Donnelly Roisin, Fitzmaurice Marian (2005), “Collaborative Project–Based Learning and Problem–Based Learning in Higher

Education: A Consideration of Tutor and Student Roles in Learner-Focused Strategies”,

Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE,

available at http://www.aishe.org/readings/2005-1/.

The aim of this chapter is twofold. Firstly to support academic staff from a variety of subject

disciplines in higher education in the clarification between two different learner focused

strategies, namely collaborative project-based (CPBL) and problem-based learning (PBL).

Secondly, to provide practical advice to them to assist in the making of informed decisions as to

when which strategy is most appropriate to use to support learning. Section one explores what is

meant by group learning. Students have knowledge, views and experiences to share that are

valuable and worthy of consideration. Opening up our classes to the voices of our students is

sending a very powerful message to them as it is through dialogue with others, articulation of

viewpoints and identification of concerns that students are enabled to make sense of new

information. Definitions of the two learner-focused strategies will be provided in specific

contexts within higher education. Section Two details each strategy under the key headings: the

role of tutor and students.

Lester Stan, Costley Carol (2010), “Work-Based Learning at Higher Education Level:

Value, Practice and Critique”, Studies in Higher Education, Vol. 35, Issue No. 5, pp. 561-

575, Middlesex University, London, UK.

The discussion in this study grounded in experience at Middlesex University, one of the UK‟s

largest providers of work-based higher education, while also drawing on wider practice

principally from the UK and Australia. The study suggests that, attention is also needed to the

work environment in which learning takes place. This includes the capacity of the workplace to

provide adequate scope for learning, but it also extends to the opportunities available afterwards

for learners to develop.

Research Methodology

The study will be based on primary as well as secondary sources of information. The data and

information have been collected from the various publications of Department of Higher

Education, Ministry of Human Resource Development, National Council of Educational

Research and Training, National University of Educational Planning and Administration,

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University Grants Commission and other valuable publication. The information will gather

through different books, articles, journals, reports and from published dissertation as well as

thesis. Various websites have also been used for the collection of data and information. An

appropriate statistical tools and techniques will be used for the analysis of data and information.

The research methods will be based on nature, characteristics and availability of data.

Area of the Study

The area of the study is confined to within the State of Jharkhand. The study covers all the

universities running MBA Program in their course curriculum within the Jharkhand State.

Hypothesis

1) Is this the support system only reason for the improper execution and non-success of

activity based learning system in the classroom or there are other factors that impact upon

the classroom learning technique?

2) Are there any limitations in the existing educational framework that deteriorate the

performance of students?

3) How activity based learning technique is better from the traditional instructional

approach?

4) Is this the active learning methods best approach of teaching and learning or there are

other medium also?

Tentative Chapterisation

1. Introduction

2. Literature Review

3. Research Methodology

4. Testing of Hypothesis

5. Conclusions and Recommendations

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Beneficiaries of the Study

The results or outcomes analyzed from the proposed study would be beneficial to the following

sections such as:

Education Sector: This study would be beneficial to the foremost and very important sector

which is an education sector for their decision making and policy making. The recommendations

and suggestions from this study provide meaningful information to higher education authorities

to form any judgment.

For Further Researchers: The proposed study would be very beneficial for the researchers

because it‟s work as a valuable addition to their existing knowledge and help them to enhance

their knowledge for future research. From this study, they get an insight of this teaching learning

technique in a very deeper perspective.

Student: To get the understanding of activity based learning concept as a whole.

Conclusion

This research work merely focuses on the activity based learning technique of teaching. To know

how it is better than traditional instructional approach, what are the limitations in their part, what

are the challenges posed by this learning technique and its future perspective with in the light of

current educational framework. To understand the terminology of active learning and to analyze

how it is fruitful technique for our education system. The study requires collection of proper and

adequate data and information for in-depth analysis. The study merely takes MBA students of

universities within the jurisdiction of Jharkhand state for or to know the existence of active

learning technique in their course curriculum. The aim is to get the attention of all the individual

faculty, faculty developers, academic administrators, and educational researchers to understand

the significance of this topic. To provide a well designed and planned course curriculum for

better implementation of activity based learning system. To provide a well defined

recommendations to the ministry of higher education for teaching learning technique in their

current educational program.

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