**3.1. Active learning**

because the traditional teaching method (lecture) is not adequately preparing students for the real world of work. The new practices of teaching that active learning is focused on are creativity and problem solving if it is properly implemented [1]. In higher education institutions and other education levels (i.e., primary and secondary schools), student-centered methodology specifically active learning is recommended [2, 3] to make the learners creative and proficient in their learning. Active learning is an innovative model for the provision of high-quality, collaborative, engaging, and motivating education [4]. It engages learners in the process of learning through activities and/or discussion in class, and it increases learners'

In active learning, students' activity and commitment in the teaching-learning process are key elements [6]. Active learning involves students in their learning using different activities such as reading, writing, discussion, or problem solving, which promote analysis, synthesis, and evaluation of class content and engages students in two aspects, i.e., doing things and thinking about the things they are doing ([7], p. 2). In addition, the students can also engage

The assessment and feedback which are implemented in the active learning classroom have also its own contribution for the empowerment of students. If the instructors are using authentic assessment methods and provide effective feedback and if the students participated in the assessment and feedback process, it is possible to increase their performance and confidence

Currently, higher education institutions face challenges with skill for learning, skill for life, and skill for work. Many higher education institutions are responding to this challenge by implementing strategies designed to empower learners, i.e., giving them more autonomy, ownership, and responsibility for their learning. Using active learning in the classrooms, laboratories, and fields (practical sites), it is possible to empower students in their learning. In the teaching-learning process, when the learners are empowered using the appropriate teaching methodology, they feel a sense of confidence, competence, and self-esteem, enabling them to meet life's challenges more effectively. Therefore, a shift in theory (education theory) to a more student-centered approach using active learning is recommended [8] because this approach has its own contribution to make the students creative and proficient in their study. Thus, this chapter tried to address the contribution of active learning to empower learners in higher education institutions. In addition to this introduction section, the following is the list

This manuscript is a review of different sources. Articles in active learning and assessment are collected, identified, and reviewed from online databases and library catalogs from the University of Johannesburg to access electronic collection of journals and research studies. The majority of the reviewed documents were journal articles. But there are also books,

higher order thinking as compared to passively listening to a lecturer [5].

in the assessment and feedback process.

of possible topics which will be treated in the chapter.

in their learning.

32 Active Learning - Beyond the Future

**2. Method**

A Chinese philosopher Confucius from 551 to 479 BC (in the fifth century BC) wrote the following quotation: "I hear and I forget; I see and I remember; I do and I understand," and this quote is highly related to active learning. As to Hativa [9] this quotation indicated that students learn meaningfully only when they are doing something either physically or mentally with the information and learning materials. In active learning the learners are the main agents in the learning process not the instructors. Hativa added that it is through involvement and doing that learners truly contribute in the learning process. So, for learning to be active, students do more than listening; they have to read, write, discus, or be involved in problem-solving activities [10].

The fundamental concept of active learning is to advance the learning experience of learners and the teaching experience of instructors. When learners are active in the classroom, they are engaged in higher-order thinking (analysis, synthesis, evaluation) and in a variety of activities such as reading, discussing, writing, and problem solving [7]. Such classroom activities put the student at the center of the learning process enabling them to improve their critical thinking skills [10]. Active learning can be realized by any method of teaching which actively involves students in the real learning process of [6].

Studies indicated that active learning has a greater impact on student mastery of higher and lower level cognitive skills. It increases students' performance across the different disciplines. On average, students who learn in conventional lecture courses are 1.5 times more likely to fail than students who learn in courses with only active learning [5]. Mickelson et al. [8] also indicated that active learning shows that student involvement in the learning process leads to deep learning.
