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Active Learning, Deliberate Practice, and Educational Technology in Professional Education: Practices and Implications

Active Learning, Deliberate Practice, and Educational Technology in Professional Education: Practices and Implications

Heeyoung Han, Seung Hyun Han, Doo Hun Lim, Seung Won Yoon
Copyright: © 2016 |Pages: 26
ISBN13: 9781522501640|ISBN10: 1522501649|EISBN13: 9781522501657
DOI: 10.4018/978-1-5225-0164-0.ch001
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MLA

Han, Heeyoung, et al. "Active Learning, Deliberate Practice, and Educational Technology in Professional Education: Practices and Implications." Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1-26. https://doi.org/10.4018/978-1-5225-0164-0.ch001

APA

Han, H., Han, S. H., Lim, D. H., & Yoon, S. W. (2016). Active Learning, Deliberate Practice, and Educational Technology in Professional Education: Practices and Implications. In I. Management Association (Ed.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1-26). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch001

Chicago

Han, Heeyoung, et al. "Active Learning, Deliberate Practice, and Educational Technology in Professional Education: Practices and Implications." In Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1-26. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0164-0.ch001

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Abstract

This chapter is an interdisciplinary literature review on pedagogical approaches and technological integration processes to facilitating active learning and deliberate practice toward expertise in professional education. The review covers selective domains that emphasize life-long learning, including teacher education, professional music education, athletic education, and medical education. The authors' review finds that concepts and principles of active learning are recognized in all of them and technology is frequently implemented to facilitate the process of active learning, but systematic and system-wide processes for incorporating active learning with deliberate practice are lacking, especially at the institution or curriculum level. To fill the gap, the authors discuss how the selected instructional design or established performance improvement processes in the educational technology literature can be applied.

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