Abstract
The work presented in this paper traces the history of active learning and further utilizes the available literature to define the meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies a set of individual practices being used worldwide to overcome the obstacles. The expectations and responsibilities of students and instructors are also specified to enhance the efficiency of active learning environment. The paper also traces the importance of student and instructor rapport for a successful learning environment.
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