**4. Psychological theories of active learning**

**a.** Collaborative learning

34 Active Learning - Beyond the Future

**e.** Problem-based teaching

**f.** Projects (individual or group)

**c.** Role play

**g.** Peer teaching

**h.** Debates

• Creativity

• Critical thinking

information.

**b.** Discussion methods: discussion, case study, and brainstorming

**d.** Games involving simulation of imaginary situations

**i.** Short demonstrations followed by class discussion, etc.

the above-listed active learning strategies increase students:

characteristics in promoting students' learning in the classroom [7]:

• Students are actively involved in the instructional process more than just listening.

• More emphasis is given on advancing students' skills, and less is given on transmitting

• Exploring personal attitudes and values

• Providing and receiving feedback

• Expressing ideas through writing

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,

• Discussion or speaking with other students, in a small group, or with the whole class

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

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 personal knowledge structure that they construct.

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 learners gain valuable information for their creativity and competency.

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 of learning through experience [8]. Mickelson et al. [8] added that, during active learning as to constructivist theory, the students take control of their learning.

Therefore, empowerment can be seen as a goal aimed at cooperation, based on mutual respect, discovery of perspectives, development of vision, and provision of options for reaching creative solutions [23]. Angela [20] mentions that learner empowerment is both a means and an end. As a means, it helps learners to attain and enjoy quality learning. As an end, student empowerment is a desirable goal that all teachers should pursue because, when students feel that they can do something and do not feel powerless in their learning environment, the quality learning begins. Angela [20] further explains the important components of student empowerment: empowerment through involvement and empowerment through partnership. Firstly, student empowerment is possible only through active involvement in their learning, and the best ways to empower students are to allow them prearranged and to let them make their own decisions. Secondly, student empowerment is not a one-party activity. It requires genuine understanding and acceptance on the part of the school authority, including teachers and the school administration. Without partnership, student empowerment in the school setting is impossible. To this effect, empowering students are essential, and the students should have confidence in the knowledge and skill they possess. This happens when they are empowered through a range of assessment methods.

Empowering Learners Using Active Learning in Higher Education Institutions

http://dx.doi.org/10.5772/intechopen.80838

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The active learning methods that the instructors are using in the classroom have huge contribution to the empowerment of learners. To empower students in their learning, instructors should apply multiple strategies in the classroom and in the field (practical sites). If the instructors use different strategies of active learning, the involvement of students in their learning becomes high, and there is a chance for the students to be proficient in their learning and real world of work. As to Bonwell and Eison [7], students' involvement in their learning can be further improved by the instructor's use of different active learning strategies. If the students are actively involved in active learning process using different strategies, they develop higher order thinking tasks as analysis, synthesis, and evaluation. Therefore, these higher order think-

ing tasks increase the learner's creativity and make them empowered in their learning.

It is clear that learning can be empowering and active learners know this. They are used to succeed and praise for their accomplishments. However, there are a few students in every classroom who tend to learn differently than their most successful classmates [24]. In the instructional process, the instructors should give chance for learners to cooperate with each other using different strategies. The learner's cooperation in the learning process helps them to share their experiences and improve their learning. Active learning is contributed for the active participation of students in class discussions and to improve their understanding of class contents. In general, if active learning is properly implemented in the instructional process in higher learning institution and other education levels, it develops student's skills for critical thinking and increases their competency. Critical thinking is one of the skills in which student-centered learning promotes and this learning approach shifts the focus of power, in terms of what is learnt and how it is learnt, from the instructor to the student [25]. Therefore, the development of higher order thinking skills, critical thinking skills, creativity, and competency is the result of proper implementation of active learning, and this empowers student's learning and study.

**6. Contribution of active learning for empowerment**
