Designing Inclusive and Equitable Research in Active Learning in Higher Education

Purpose Creating active learning opportunities requires building a learning culture in which the instructor plays the role of a facilitator, leaving the ultimate responsibility of learning to the student. The question, however, is whether this is happening in practice. This study aims to answer this question through instructors' perceptions of active learning in a higher education institution in Oman. Design/methodology/approach The study participants were 85 instructors working for a private university in Oman. Data were collected by surveying these instructors' perceptions of active learning practice indicators, such as active teaching strategies and student educational practices. This was followed by interviewing a random sample of the same instructors (N = 10) to obtain a deeper understanding of their implementation of the active learning approach. Findings Data collected through the survey revealed that the shift from passive to active learning in higher education in Oman created a discrepancy between instructors' willingness to practice active learning and learners' unpreparedness to become autonomous learners. The follow-up interview findings confirmed this point, revealing instructors' negative perceptions of student participation and engagement in out-of-class activities. Originality/value This study is among the first to investigate the application of active learning in a higher education institution in Oman from the perspective of instructors.

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.

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.

This special issue of Student Success celebrates the work of Professor Ella Kahu and her substantial contribution to the advancement of our collective understanding of student engagement. In June 2024 Professors Karen Nelson and Chi Baik, and Dr Cat Picton sat down with Ella for a reflective conversation about her work, and additional insights in her theorising and research on student experience and engagement. In this special issue, we present the interview transcript in three parts and showcase Ella’s key publications. The section, dedicated to “The First Year Experience,” presents a collection of articles authored or co-authored by Ella Kahu that delve into the multifaceted nature of this formative stage. The articles explore the unique challenges and opportunities faced by students, particularly those who are mature-aged and studying at a distance, as they navigate the transition to higher education. From examining the engagement of mature distance students and their sense of belonging and interest, to investigating the emotional rollercoaster of a mature-aged student’s first semester, these studies offer valuable insights into the student experience. This part also addresses the impact of external factors such as the COVID-19 pandemic on student well-being and engagement, highlighting the resilience and adaptability of students during unprecedented times. Through qualitative and mixed methods research, including innovative approaches like photo elicitation, the articles in this section provide a rich understanding of the first-year student experience. They underscore the importance of institutional support, the influence of emotions and personal circumstances, and the power of engagement in shaping student success. Publications: Journal articles: Kahu, E. R. (2012). From “loving it” to “freaking out” and back again: The engagement of a mature-aged distance student in their first semester at university. Refereed Proceedings of Doing Psychology: Manawatu Doctoral Research Symposium. https://mro-ns.massey.ac.nz/handle/10179/4960 Kahu, E. R. (2014). Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging The International Journal of the First Year in Higher Education, 5(2),45‐55. https://doi.org/10.5204/intjfyhe.v5i2.231 Kahu, E. R., Ashley, N., & Picton, C. (2022). Exploring the complexity of first-year student belonging in higher education: Familiarity, interpersonal, and academic belonging . Student Success, 13(2), 10-20. https://doi.org/10.5204/ssj.2264 Kahu, E. R., & Picton, C. (2020). Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning. Active Learning in Higher Education, 23(1). https://doi.org/10.1177/1469787420908384 Kahu, E. R., Stephens, C., Leach, L., & Zepke, N. (2013). The engagement of mature distance students. Higher Education Research & Development, 32(5), 791-804. https://doi.org/10.1080/07294360.2013.777036 Kahu, E. R., Stephens, C., Leach, L., & Zepke, N. (2014). Linking academic emotions and student engagement: Mature-aged distance students’ transition to university. Journal of Further and Higher Education, 39(4), 481-497. https://doi.org/10.1080/0309877X.2014.895305 Kahu, E. R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: Mature-aged distance students learn to fit study into their lives. International Journal of Lifelong Learning, 33(4), 523-540. https://doi.org/10.1080/02601370.2014.884177 Kahu, E. R., Thomas, H. G., & Heinrich, E. (2022). “A sense of community and camaraderie”: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool. Active Learning in Higher Education, 25(2). https://doi.org/10.1177/14697874221127691 McKay, L., O’Bryan, S., & Kahu, E. R. (2021). “My uni experience wasn’t completely ruined”: The impacts of COVID-19 on the first-year experience. Student Success, 12(3), 1-13. https://doi.org/10.5204/ssj.1762 Picton, C., Kahu, E. R., & Nelson, K. (2018). “Hardworking, determined and happy”: First-year students’ understanding and experience of success. Higher Education Research and Development, 37(6), 1260-1273. https://doi.org/10.1080/07294360.2018.1478803 Picton, C., & Kahu, E. R. (2022). “I knew I had the support from them”: Understanding student support through a student engagement lens .Higher Education Research and Development, 41(6), 2034-2047. https://doi.org/10.1080/07294360.2021.1968353 Conference Presentations: Kahu, E. R., Nelson, K. J., & Picton, C. (2016, 29 June-2 July). “I’m excited!” Student expectations prior to starting their first year at university. Paper presented at the Student Transitions Achievement Retention and Success (STARS) Conference. Perth, Australia. https://research.usc.edu.au/esploro/outputs/conferencePaper/Im-excited-Student-expectations-prior-to/99450312702621 Picton, C., Kahu, E. R., & Nelson, K. J. (2017, 2-5 July). Friendship supported learning – the role of friendships in first-year students’ university experiences. Paper presented at the Student Transitions Achievement Retention and Success (STARS) Conference. Adelaide, Australia. https://research.usc.edu.au/esploro/outputs/conferencePaper/Friendship-supported-learning--the-role/99450777002621?institution=61USC_INST

The discourse surrounding active learning in higher education (HE) highlights its potential to improve learning outcomes, foster student engagement, and promote active student positionality. However, several studies have underscored instances of student resistance and institutional impediments to active learning. Given the substantial variability in experiences and perceptions among teachers and students in HE, understanding and contrasting these viewpoints could help address such obstacles to its integration. This article presents the findings of a mixed methods study that examined the perspectives of HE teachers and students regarding active learning methods, their perceived effectiveness in augmenting motivation and facilitating learning, and the challenges associated with their implementation. The study sample comprised 57 teachers and 125 degree students from Law, Nursing, and Education disciplines in two Spanish universities. We administered two surveys, 12 semistructured interviews and organized a focus group session. Data analysis involved descriptive statistics, nonparametric tests for group comparison, and qualitative content analysis. The results indicate that teachers adopt active learning to optimize learning outcomes while acknowledging that student motivation is also essential. Teachers exhibited more enthusiasm for active learning compared to students, often overlooking students’ apprehensions regarding its implementation. Notably, HE institutions appeared to provide limited support for active learning initiatives, scarcely recognizing their potential benefits. These findings suggest that overcoming the magnetism of lectures in HE may require a more profound understanding of institutional and organizational barriers to active learning while refraining from solely attributing student resistance to individual student characteristics.

Twenty-five years ago, the Sage journal Active Learning in Higher Education was founded as an essential part of the offer to members of the newly formed, UK Institute for Learning in Higher Education. This article provides a personal perspective of how the journal, its originating organisation, journal publishing and the whole field of higher education assessment, teaching and learning have changed over this time. While maintaining its focus on fostering and sharing good practice in active learning at university and college level, on international perspectives and a commitment to equality and diversity, the journal has broadened its scope and reach. Looking forward, the article considers how capturing and enhancing student engagement continue to be central preoccupations of the higher education context.

Effective teaching is vital for student learning in higher education. The purposes of this study were to explore what makes a lecture to be able to promote active learning of students, and to measure by means of questionnaires (Course Questionnaire based on the principles of good teaching; Survey of classroom teaching methods) the teaching effectiveness through large group lecture in terms of using active learning strategies. Apropos, it was asked 300 students and 8 lecturers from varied disciplines of Elbasan University, in Albania, that to complete individually a questionnaire. The questionnaire considered key aspects of an effective lecture prescribed by current research, such as generating and maintaining interest, student engagement, organization and structure. The results of study showed that a considerable part of lectures, in particularly new lectures, were using Power Point presentations frequently and with long sequences of slides which contained a lot of listed information. Also, the students reported difficult for the new lectures to manage disruptive behavior in the auditorium. The study concluded that teaching through lectures and achieve active learning in higher education is a challenging experience for the new lecturers. The study remarked that academics are prepared for their role as research, but not their teaching duties. But, teaching in university is not an activity that anyone can do. Getting the lecture right is a skill and can take time. Furthermore, findings recommended that it is very important providing for a substantial investment into enhancing the teaching abilities of in-service academic staff and starting for preparation of university teachers. DOI: 10.5901/mjss.2014.v5n19p456

Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.

Experiences of Students with Communication Related Disabilities in the TBL Classroom

This chapter presents the results of an integrative review and synthesis of the literature to identify the impact of the student response system (SRS) as a tool to enhance active learning in higher education. An integrated review was conducted using multiple databases, including CINAHL, ERIC, LWW Nursing and Health Professions Premier Collection, MEDLINE, ProQuest Education Journals and SAGE Journals. Related articles from 2008 to 2017 were reviewed systematically. Four broad search categories were used: “higher education”, “student response system”, “teaching and learning” and “active learning”. A total of 302 articles were retrieved, followed by an in-depth review by screening each of them. Finally, 14 articles were selected. They were analysed using an inductive approach to extract statements for categorisation and synthesis. This review confirmed that there was limited empirical evidence to investigate the SRS as a tool in higher education. These articles were focused on descriptions of the use of the SRS in the aspects of questioning strategy, expectation, reward and feedback. This chapter provides an essential guide on SRS implementation to enhance active learning in higher education.

Digital transformation has forced higher education institutions to adapt new models of education and learning. In pandemic times, higher education institutions have started to practice online learning experiences. In this respect, the time comes to consider the active learning in higher education by the merits of online learning environments. Experiences of graduate school students were examined on the use of six hats and station methods in online course activities. These experiences and thoughts were gathered through story-based reflections through reflection task. It is revealed that active learning in higher education models is possible by integrating different learning activities in the online context. Learners developed research and project management skills through personalized learning and collaborative learning. They gained the ability to look at topics from different angles and ability to accept criticism.

PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

This article investigates the role of active learning in higher education through the use of engaging warm-up activities and teachers’ perceptions thereof. Although the latest trends in tertiary education emphasize the importance of student-centered learning, university staff are reluctant to transition from a traditional to an active teaching and learning style (Børte et al., 2023). Warm-up activities promote active learning and have been widely used in English classes, but there is a lack of research into their usage in other subjects. A combination of a quantitative and qualitative study within the Exploratory Action Research approach was employed to analyze a) course instructors’ perceptions of utilizing warm-up activities in higher education courses across various disciplines, and b) the impact of organized training sessions on active learning on teachers’ perceptions and experience with warm-ups. 30 course instructors from 7 faculties at International Balkan University in Skopje participated in the study. Results indicate that the staff from the Faculty of Education are well acquainted with these types of class activities, and they are the ones who use them most frequently. Course instructors from other faculties lack pedagogical knowledge and thus prefer an individual and traditional approach to teaching. The training sessions proved to be effective for the academic staff, as they motivated them to include more warm-up activities and make their classes more student-centered. Therefore, universities should organize training sessions and provide continuous support at an institutional level for all academic staff to promote the use of active learning activities.

In recent years, the use of information technology to promote active learning in higher education has raised great interest. Teachers are continuously challenged to identify new research-informed approaches and educational practices for supporting students to actively learn and apply their knowledge. The present study tests the effects on students’ learning outcomes of an ad hoc developed learning tool (QLearn) which integrates three active learning strategies, previously empirically validated in face-to-face educational contexts. By using the QLearn software, students can generate questions, explain and develop answers, receive feedback from teacher and test their knowledge. Using a quasi-experimental design, we analyzed whether, in various course settings and instructional contexts, the students who use QLearn, as a support in their learning process, demonstrate a different learning performance compared to students who learn the same content by using their preferred learning strategies. The interventions were offered on a voluntary basis and implied participants from different fields (computer science, psychology) and different study levels (undergraduate and master’s level). The results showed that some groups of our participants significantly benefits from the use of QLearn platform. The outcomes of the present research advanced our understanding of the efficiency of technology-sustained learning in educational contexts and offer a promising strategy for facilitating the active involvement of students in the learning process.

The tradition of lecturing in higher education is synonymous to teaching (Morrison, 2014). Fortunately, those in higher education today are pushing for viable alternatives such as active learning because several studies have shown the positive impact on student performance, student achievement, and other learning goals (Auerbach and Andrews, 2018; Beichner, 2014; Cattaneo, 2017; Eddy, Converse, Wenderoth, and Schinske, 2015; Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014; Heim and Holt, 2018; Lumpkin, Achen, and Dodd, 2015; Morrison, 2014). Additional research should therefore focus on topics besides whether active learning works. This qualitative study aims to add to the literature of the next generation of active learning research by exploring faculty and student perceptions of active learning engagement classrooms (ALECs), actions that a university can take to encourage the use of active learning engagement classrooms, and support for faculty transitioning from traditional lecturing to active learning using technology. Focus group meetings and interviews were conducted with 44 faculty, staff, and student participants at the University of Central Missouri. While mostly positive, faculty and students had mixed reviews about the ALEC experience. Also, most participants pointed to the need for training to support the sustained utilization of the ALECs. The qualitative findings are discussed and connected to the theoretical frameworks guiding this study. The paper concludes with three phases of recommendations for practice and ideas for future research.