Twenty-Five Years of Active Learning in Higher Education: Centring the Student in the Learning Process

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.

Higher education is a sector that can be slow to change, yet there are significant pressures on universities and other providers to change. Learning and teaching are central to what higher education does, and pressures, such as the switch to remote learning during the pandemic and the increasing use of generative AI, are causing a reconsideration about good learning and teaching. This essay provides a futures framework to explore best and next practices in learning and teaching in higher education. Four important and influential papers and reviews are used to consider past and current views of good teaching and learning in higher education. From these, six evidence-informed teaching practices are described as examples of current best-practice views, and then these are developed into possible, plausible, probable, and preferred next practices. This essay provides a stimulus for practitioners and researchers to adopt a futures mindset for thinking about the development of teaching and learning in higher education.

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.

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.

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.

The Institute for Learning and Teaching in Higher Education (ILT) was launched in 1999 as a result of the recommendations of the Dearing committee. It is the only national body in the world which promotes the quality of teaching and learning in higher education. This book has four purposes:* to provide the background story to the evolution and establishment of the ILT* to document the central role of the assessment of prior learning (APL)* to support the institutions and individuals who are moving to engage with the ILT and in particular take the APL route for the first time* to speculate on the possible consequences of the ILT itself and APL within it. The ILT is a professional membership organisation which is open to all institutions and academics. This book will be of interest to all those who teach and support learning in higher education.

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

We conduct research in active learning in higher education because we want to do right by our students. We observe that the status quo of passive learning is simply not working for students and incorporate active learning to engage them. We then examine it in systematic methods to see if the changes “work” or how they could be made better. As a field, this has led to important insights into how to improve higher education that are disseminated so that others may learn from them. However, despite the desire to improve our students’ education, we may conduct research that is unintentionally biased against them. In other words, even though we want for our active learning research to be fair (equitable) and available (inclusive) to all, there are aspects of how research has been historically conducted that are unfair and exclude students. This may occur throughout the research process from conceptualization through dissemination. In this essay, I will share examples of how research may be biased and suggestions for how to incorporate more inclusive and equitable approaches. I will share my own journey in how my research training was faulty and how I am learning better approaches. In doing so, I do not wish to “call out” any of my colleagues in higher education research, but rather “call in” to suggest reflection. Therefore, I will focus on sharing my own mistakes or hypothetical examples for bias. I wish to be clear that I am not an expert in these issues, and I encourage follow up by reading works from experts cited throughout this piece.

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.

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.

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.

The quality of teaching in higher education is central for preparing students for their future academic and work demands. This includes the integration of information and communication technologies, since it has the potential to enhance teaching and learning processes and is thought improve both the understanding of content knowledge and the acquisition of relevant 21st-century skills. In particular, the use of mobile devices enables active learning at anytime and anywhere. This chapter describes a project of faculty development for integrating mobile learning (ML) into academic studies to accomplish pedagogical goals, as implemented at Beit Berl College, Israel. The chapter presents fundamental guidelines and principles of integrating ML into academic practices; Nine ML workshops that were developed and implemented; A detailed description of one workshop including the learning materials used; and Evaluation of the implementation. A summary of lessons learned from the implementation experience and further recommendations are presented.

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.