**3.2. Active learning strategies**

In the teaching-learning process, instructors in higher institutions are required to use different active learning techniques or strategies to empower students in their learning. The selection of the techniques depends on the nature and content of the subject they are teaching. The active learning strategies comprise different activities that share the common elements of involving learners in doing things and thinking about the things they are doing [7]. The use of different active learning strategies can significantly improve the teaching-learning process.

Different authors, Mocinic [11] and Oliveira et al. [12], proposed the following list of active learning methods to be used by instructors in higher learning institutions to make the students creative and proficient in their learning:


Integrating the above-listed active learning methods in the instructional process based on the nature and contents of the course will make the student's learning successful and competent. For example, collaborative learning is one of the best methods of active learning which can facilitate learner's critical thinking. Peer interactions during collaborative learning can be helpful for the learner's development of critical thinking [13]. Therefore, as Eison [14] stated, the above-listed active learning strategies increase students:

• Students are involved to develop their higher order thinking skills.

**4. Psychological theories of active learning**

on student's active role in the teaching-learning process [16].

personal knowledge structure that they construct.

• Students are actively involved in different activities (e.g., writing, discussing, and reading).

Empowering Learners Using Active Learning in Higher Education Institutions

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It is clear that students have different areas of interest and learning styles in the instructional process. However, the traditional way (lecture method) of teaching assumes that all students learn the same, and they cognitively process information the same way at the same rate [1]. This is in fact impossible. Currently, there is a shift in education theory to a more studentcentered approach specifically active learning methodology [8], because this approach has its own contribution for the learners' better understanding of the issue/lesson presented to them. Student-centered teaching method emerged from constructivist learning theory [15]. This theory was frequently described as student-centered teaching method because it emphasized

According to Walsh and Inala [17], this approach seeks to engage students in their own learning and for them to actively take part in the learning process themselves rather than being simply fed information by their instructors. From the different theories, constructivism theory emphasized that the learner is the center of the learning process, while the instructors playing an advising and facilitating role. Here in constructivism theory, the learner is active rather than passive. Constructivist believes that knowledge is experienced-based activities rather than directed by instructors [18] and it is not received from the outside environment; rather, the student interprets and process what is received through the senses to create knowledge. According to Hativa [9], the theory of constructivism entails that students learn well only when they are active in the teaching-learning process rather than passive, when they use what they are taught to alter their prior knowledge, and when they construct their own understanding. In addition, learners develop their own interpretation of the issue presented to create a theory that makes sense to them. They then connect the new knowledge with the

Hativa [9] added that in the constructivist learning theory, "meaningful learning takes place only when students actively process the new information, interpret it, and link it to their present knowledge." This theory has an implication for effective classroom teaching in a way that instructors should encourage students' active involvement in the learning process and

In active learning, learners construct and formulate knowledge based on previously acquired beliefs and experiences. This theory has huge contribution in empowering learners using active learning methodology. The process followed to empower learners using active learning requires a dynamic interaction between the learners and their experience. The theoretical foundation of critical thinking and higher-order thinking skills is the constructivist principle

learners gain valuable information for their creativity and competency.

• Emphasis is placed on the learners' investigation of their attitudes and values.


Hence, to have the above-listed benefits, using different active learning strategies properly inside and outside the classroom is very important specifically for the learners. Eison [14] suggested that instructors have used larger proportion of time in helping students to develop their understanding and skills and a lesser proportion of time in transmitting information when they use active learning strategies appropriately. In this strategy (active learning), instructors provide opportunities for learners to apply and demonstrate what they are learning. In addition, they provide opportunities for learners to receive feedback from peers and/ or the instructors themselves. In general, the active learning strategies have the following characteristics in promoting students' learning in the classroom [7]:

