Active learning in today's university classroom: an experience of learning by doing

Abstract

This article first presents various theoretical considerations on the concept of active learning and its meaning in the teaching and learning process at university, and then presents an educational experience developed in the Qualitative Techniques subject of the Degree in Geography and Land Management at the University of Las Palmas de Gran Canaria (Spain), explaining its objectives, context, procedure and results. Learning by doing is used as the guiding methodology, a learning process that is present in many of the active techniques that are transforming the classroom today. In particular, we focus our analysis on Collaborative Project-Based Learning (CPBL). It is concluded that learning-by-doing through CPBL facilitates the acquisition of competences and contextualized learning, gives thematic coherence to the subject, increases motivation, makes students the main architect of their learning, stimulates a vocation for research and generates a feeling of participation, collaboration and relevance. The practice developed highlights the importance of tutoring, continuous assessment, teaching coordination and the timing of tasks as important elements in the educational success of university education.