Active Learning: Strategies for Building Students’ Self-Knowledge

Abstract

This academic article aimed to study on learning management in higher education to present a perspective of learning management that was not just a teacher-centered lecture as it often occued, but also the concepts of active learning management that students were able to develop skills that met the qualification of the 21^st century skills and the needs of the current and future labor market. In this article, an active learning management process was presented, starting from meaning, importance, and activity management guidelines that were consistent with active learning management, as well as the example of actual case studies in teaching and learning management. It also discussed the perspective of the active learning management based on constructivist theory and the application of the theories in learning management. The researcher had reviewed some information and concepts from various documents, textbooks, as well as the actual case studies in learning management of Thai language students. The results of the study showed that the active learning management was a practical process in teaching and learning, especially at the higher education level where resources both inside and outside the university were beneficial to learning. Higher education programs were also open to providing learning that enhanced students' core competencies and skills, especially 21st century skills, including learning and innovation skills, information skills, life skills, and career skills.           In addition, an important factor in learning management was the factor of students who were ready to learn. At this point, an important role was how teachers design students to be motivated to learn. From the case studies of students, it was found that the students were already attentive and interested. The students were more motivated to learn when teachers design fieldwork that moved from a square classroom to a larger field, they could create their own works. The students were highly motivated to organize their learning, therefore, there was no problem in designing any active learning activities because students had readiness and enjoyed learning. The last important thing that teachers were proud of was that students could build self-knowledge.