@article{oai:meilib.repo.nii.ac.jp:00000491,
 author = {Christmas, Julia},
 journal = {比較文化, Comparative culture, the journal of Miyazaki International College},
 month = {},
 note = {This paper offers a brief examination of active learning and its role in helping students to become more engaged in the classroom. It points to societal, historical, and institutional barriers that add to the persistence of the status quo of preferred teaching strategies, particularly at the traditional university, and secondary-school level in Japan. Without calling for a moratorium on using lectures as a medium for the delivery of knowledge, it offers some definitions and examples of active learning practices which can be incorporated into existing lecture-based teaching frameworks. Finally, it asks educators to re-examine their personal beliefs regarding learning and their own teaching practices while at the same time encouraging them to add new teaching practices to their classroom repertoires in order to facilitate deeper learner engagement with course content. The article is written in the hopes that it will bring about discussion and change in teaching at both secondary and tertiary levels in Japan.},
 pages = {40--54},
 title = {Engaging Students through Active Learning: A paper examining university teacher teaching & professional development ideas to help in-service junior and senior high school teachers move toward MEXT goals of teaching English in English and more active learning},
 volume = {20},
 year = {2015}
}