Editorial on the Research Topic
Active Learning: Theoretical Perspectives, Empirical Studies, and Design Profiles
Posted on: Frontiers, March 2019
Written by: Robert Cassidy1, Elizabeth S. Charles2 & James Davis Slotta3
Scholars recognize our transition into a “Knowledge Society,” where citizens are increasingly engaged in critical thinking, collaborative problem solving and evidence-based reasoning, and the workplace is defined by its complexity and rapid evolution (Hargreaves, 2003; Zuboff and Maxmin, 2004). As technologies like artificial intelligence and automation further affect the nature of work, educators, learning scientists and psychologists are now questioning whether our current educational approaches are adequately preparing students for this transforming landscape.
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1Department of Education and Centre for Teaching and Learning, Concordia University, Montreal, QC, Canada
2Dawson College, Montreal, QC, Canada
3Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
