a critical approach to active learning

This micro-level study conducted on tow Bangladeshi colleges intended to explore how far learners have engaged actively in the process of learning and teaching. This article (1) examines the nature and character of active learning and (2) elucidates the present approach of learning in practice in the higher education of Bangladesh at the college level affiliated with National University, Bangladesh. The investigation completed by applying the mixture of qualitative and quantitative approaches, though it is primarily focused on qualitative analysis. Data collected based on two cases. In addition, four FGD sessions have arranged with teachers and students and two of them with the teacher and rest two with the students. In this case study, we come across that student-teacher engagement in learning is very low. There are few scopes for reaching students' behavior, motivation levels in the learning situation. Absenteeism is very high in the students as well as in the teacher. Both the learners and instructors involved in learning for a short period of time. Their staying in the institution for short is a barrier to a high level of engagement in teaching-learning. As a consequence, they do not become the anytime, anywhere learner thereby not lifelong learners