Rethinking active learning in the context of Japanese higher education

This paper reconsiders active learning (AL) in the context of Japanese higher education. AL encourages students to actively engage with learning, enhancing their generic and employability skills. In Japan, AL has become increasingly popular but lacks a clear definition. AL proponents suggest that it is the use of instructional methods that encourage cooperative learning (CL) and problem/project-based (PBL) learning approaches, without established learning contents and goals. CL and/or PBL used alone may not enhance students’ learning. I argue that AL should be viewed as one approach contributing toward a pedagogical methodology, rather than a collection of methods. The term proactive learning may be a more precise descriptor of this approach. Using the word proactive may help Japanese university instructors to: (1) Avoid misunderstanding of AL as physical activity; (2) Divert their attention from specific methods to a broader methodology; and (3) Refocus on the ultimate purpose of using AL