In the traditional lecture-based method of teaching and direct instruction, learning is primarily perceived as involving the simple transfer of fixed knowledge from the teacher to the students. In this paradigm, the teacher’s main responsibility is to cover as much course material as possible and deliver knowledge to their students. In such a setup, learning is conceptualized as a mere additive process where the minds of students are viewed as empty vessels in which knowledge can easily be poured into. As such, learning is simplistically presumed to have occurred when students have individually acquired the knowledge they received in their heads (Bloom, 1956). While such methodology and perspective has been around for a long time, and remains the most common form of instruction, it nevertheless has numerous disadvantages (Terenzini et. al., 2001; Baghcheghi et. al., 2011).
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