Faculty Development on Active Learning
Srimathi H1, Krishnamoorthy A2
1Srimathi H, Assistant Director, SRM Institute of Science & Technology, Chennai, India.
2Krishnamoorthy A, Associate Dean, E&I, SASTRA Deemed University, Thanjavur, India.

Manuscript received on 01 April 2019 | Revised Manuscript received on 04 May 2019 | Manuscript published on 30 May 2019 | PP: 958-962 | Volume-8 Issue-1, May 2019 | Retrieval Number: A1145058119/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: The paradigm shift towards Outcome Based Education (OBE) in higher education emphasizes learner-centric educational discourse and thus active learning has gained attention. The core element of active learning is engaging learner in higher order thinking skill. Despite the existence of research on learning methodologies, the realization of educational reforms towards active learning and periodic in-service training are rare. It was also assumed that the subject matter experts would naturally be an effective teacher. The new order in learning throws challenges to the faculty members in class room planning, choice of learning activities, usage of technology-blend and utilization of appropriate assessment tools. There is a need of faculty training on continuous basis to attain diverse skill set in implementing active learning. The study examined the need of effective faculty development program on Active learning Methodology (ALM) to achieve learner proficiency.
Index Terms: OBE, Active Learning, Faculty Development, Flipped Training, Learning Objectives

Scope of the Article: E-Learning