High-failure courses may hinder students from pursuing their intended majors and may disproportionately impact minoritized students. High-impact practices (HIPs) are pedagogical practices that encourage student engagement and retention. Developmental feedback is one such HIP that was evaluated in a quasi-experimental study for its potential to support students in General Chemistry at a public university in California ( N = 58). Results showed that students enrolled in the course implementing developmental feedback had significantly lower failure rates and marginally higher standardized test scores than students enrolled in the course without such implementation. Students also reported that the developmental feedback was valuable for their understanding of the course material. Students’ positive views of the developmental feedback assignments coupled with their better academic performance show that developmental feedback has the potential to support student success in difficult courses.
Active learning via Live Case Projects prepares business students for successful professional careers. In the age of AI, active learning has a new and critical role, as through direct engagement with real-world challenges presented by experienced managers, students learn to frame problems, develop hypotheses, propose data-driven solutions, and develop strategic mindset skills crucial for navigating an AI-driven business environment. This study focused on the Live Case Project (LCP) teaching strategy for business students. We defined an LCP as a project-type academic course or element of a course in which students were introduced to a current real-life business challenge presented to them by a company’s manager(s). While there are opportunities to embed LCPs in the university and business school curricula, failure to comprehend their benefits by faculty and administrators, combined with the perception of excessive workload, often results in its non-implementation. This study examines global faculty perspectives on LCPs, highlighting the implementation challenges. The results indicated that the primary motivation for using LCP was its efficacy as a teaching strategy. This was followed by school’s requirements, which often included a strategic focus on immersive learning. We found that faculty observed a significant improvement in their students’ knowledge and skills as a result of including LCPs in their curriculum. The paper contributes to the existing literature by compiling faculty experiences in implementing LCPs globally, highlighting commonalities and differences across various countries, and providing recommendations on implementing live case projects.
This study examined student perspectives on flipped learning (FL), a pedagogy that shifts lectures outside the classroom to promote active, hands-on engagement during class. Twenty-four Science, Technology, Engineering, and Mathematics (STEM) faculty members from a 4-year university and a 2-year community college implemented FL after receiving professional development. The research employed a longitudinal quasi-experimental design, tracking the implementation of FL over a 4-year period. A sample of 1,466 students enrolled in these flipped courses provided feedback via end-of-course surveys. Survey data were analyzed using ordinal logistic regression to assess the impact of gender, race/ethnicity, institution type, and academic level on FL perceptions. Results revealed variations across demographics: male respondents expressed higher confidence, whereas nonbinary students strongly endorsed FL across metrics. Female students admitted having higher engagement and favorable classroom environments. The highest levels of positive perception were observed among Asian students, and non-White and senior-level (fourth-year) students reported stronger agreement on FL benefits. Perceptions were more favorable in the 2-year institution, highlighting FL’s unique impact in this environment. Overall, FL was positively associated with increased engagement and confidence across diverse student groups, suggesting that the model is a vital, resilient, and inclusive framework for STEM education.
The aim of this study was to explore the relationship between student engagement, critical thinking disposition, and creative self-concept. Participants were 569 Spanish undergraduates (52.7% female, 46.9% male, and 0.4% non-binary) aged between 19 and 37 years ( M = 21.90, SD = 1.61). They were currently in the final year of a degree program in either social and legal sciences (71.6%) or engineering and architecture (28.4%). Behavioral, cognitive, and socio-affective engagement were found to be positively related with a stronger critical thinking disposition. In addition, cognitive engagement and behavioral facets of engagement connected with deep learning were associated with student creative self-concept. Notably, gender differences emerged, with men reporting higher creative self-concept compared to women. These results emphasize the need to examine how different facets of engagement contribute to various aspects of students’ development. In terms of practical implications, we conclude that a model of student engagement that takes into account its behavioral, socio-affective, and cognitive dimensions could help educational institutions to become more effective in promoting their students’ academic and professional development.
Universities are experiencing serious challenges: constant funding problems, staff and student mental health and wellbeing issues, deep inequities, revolutions in technology, and serious questions about the whole meaning and purpose of higher education (HE), to name a few. Universities are not new to challenges, and HE staff have a long record of dealing with change. In reflecting on 40+ years of such changes, this paper builds on a keynote delivered at a SEDA conference, and on the contributions of academic developers who were invited to give their views on the issues raised. From their responses, it is clear that, notwithstanding the very grave problems afflicting the sector today, academic developers can have some hope for the future. Generations of academic development have evolved in parallel with sectoral changes over the decades, and developers have proved that they have the capacities to face with justified confidence the undoubted challenges which are approaching in the next stage of HE development. This paper looks back in order to support the process of living forwards, when academic developers will continue to use those capacities and play key roles in what is to come. This is important for active learning, in which academic developers have long played, and will continue to play, a key role.
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.
There has been longstanding interest in active learning and its potential benefits for supporting higher education students to direct their own learning and participation. However, little is known about if and how the existing active learning literature applies to autistic learners. In this paper, we examine the interplay of factors impacting the accessibility of active learning for autistic students, reflecting on how autism and autistic students themselves are perceived and positioned within active learning frameworks. We underscore the importance of engaging with what it means to be an autistic active learner and the hurdles they may face when navigating active learning environments, including inaccessible spaces, communication differences and institutional structures. Our analysis identifies three key areas that shape autistic access to active learning: (1) Agency and identity; (2) Communication styles and learning environments; and (3) Neuro-normative systems and structures. We conclude by calling for greater development of, and continued support for, empowered autistic learner identities and neuro-affirming, student-led learning environments. We also highlight the importance of meaningfully involving autistic people in co-designing alternative (or adapted) approaches to active learning, so that autistic students are better able to guide their own learning and participation in higher education.
As higher education confronts global complexity and rapid technological change, new pedagogical models are needed to prepare students for interdisciplinary collaboration and responsible innovation. Challenge-Based Collaborative Online International Learning (CBL-COIL) combines student-centered learning, cross-cultural teamwork, and real-world problem-solving aligned with the United Nations Sustainable Development Goals (UN SDGs). This study explores how students experienced learning in a virtual, cross-institutional course spanning Switzerland and the United States. Using an exploratory, qualitative, student-centered design, we analyze four dimensions: interdisciplinary and international collaboration, pedagogical design and instructional scaffolding, experiential learning outcomes, and engagement with global sustainability challenges. Students developed AI-enabled solutions to real-world problems while navigating the cognitive, relational, and emotional dimensions of globally distributed teamwork. Findings highlight how structured collaboration phases, digital tools, and instructional scaffolding supported learning across cultural and disciplinary boundaries. Students reported growth in creative confidence, theoretical application, and professional identity, while also encountering coordination, motivation, and clarity challenges. Emotional engagement-ranging from stress to pride-played a pivotal role in their learning experience. By foregrounding student perspectives, this study extends CBL theory into globally networked, virtual contexts and offers design principles for educators aiming to foster active, collaborative learning in international and interdisciplinary environments.
Several difficulties characterize first-year students' transition to higher education and can impede their well-being. An orientation day can actively engage first-year students from the first day in higher education, to support their transition to the new educational environment and their well-being. One area that needs to be explored is the effectiveness of different types of orientation days. The empirical objective of this study is to investigate the effectiveness of two types of orientation days: a lecture-based and a game-based orientation day. The game-based orientation day was intentionally designed to proactively enhance student experiences, particularly well-being, based on well-being principles from educational theory. Cross-sectional survey data from 1,850 students enabled to compare this game-based orientation day with a lecture-based orientation day. The effects on students' well-being and feeling of informedness are measured, on the orientation day and 3 weeks later. The analyses show that the game-based orientation day is more effective in supporting well-being than the lecture-based orientation day, and at least equally effective in informing students. The findings from this study contribute both on a theoretical and practical level to understanding the value of orientation days for first-year students in facilitating their transition to higher education. Implications and recommendations for educational practice aim to inspire higher education institutions to rethink how to support students' transition.
In this paper we draw on the concept of dialogic space to understand how structured dialogic opportunities allow students to use educational dialogue to co-construct understanding and develop key communication skills. These skills are crucial in a higher education context both for developing disciplinary understanding and for future employment. However, despite this scholarly evidence, we lack an understanding of how students and educators in HE perceive the benefits of educational dialogue. To address this gap, we interviewed students and teachers about their perceptions of structured discussion sessions. The sessions were part of a larger project in which pairs of students on a Foundation Year programme participated in ten discussions structured around a set of multiple-choice questions over an academic year. Students highlighted that structured discussions allowed them to find a voice, develop confidence, and develop relational skills. Teachers emphasised a heightened linguistic awareness through noting the quality of talk and the importance of educational dialogue in constructing understanding. We conclude with recommendations for educators on how to embed structured dialogic discussions in the curriculum and we provide practical suggestions for activities to support discussion sessions.
Emotions are recognized as essential factors in learning activities, and self-regulation is considered an essential element in learning. Both emotions and self-regulation are theorized to contribute to critical thinking, which is a multidimensional concept comprising a set of skills and dispositions. However, empirical research on the interrelations between these concepts is scarce. In the present study, the participants were 2,404 undergraduate students from 18 Finnish higher education institutions. Students' achievement emotions and self-regulation were measured with a self-report survey, and critical thinking with a performance task. The data were analyzed using structural equation modeling. The findings highlight that especially activating emotions are significant in a low-stakes test situation. Excitement, a pleasant activating emotion plays a crucial role in such a context. However, self-regulation did not show a strong association with test performance and did not add to the effect of emotions on test performance.
This study examines how time management influences academic self-efficacy among Taiwanese college students, focusing on the mediating roles of goal setting and perceived control of time. Data from 488 participants, analyzed using partial least squares, indicate that while time management directly enhances academic self-efficacy, its effects are largely mediated. Goal setting helps students prioritize tasks and track progress, while perceived control of time promotes autonomy and reduces stress, which together enhance self-efficacy. A chained mediation analysis underscores the interplay between these factors and highlights their collective role in translating time management into greater academic self-efficacy. These findings suggest practical strategies for improving student outcomes through targeted interventions in Taiwan's competitive higher education environment.
Despite the consensus in the literature that design thinking practices spark innovation, research has yet to examine the creative confidence outcomes of design thinking practices. Integrating the Resource-Based Theory and the Componential Theory of Creativity, we hypothesised a parallel mediation model in which design thinking practices are associated with creative confidence via collaboration and diversity, and creativity. Based on a sample of 419 tertiary students in a Ghanaian University, it was found that design thinking facilitates students' creative confidence. Also, collaboration and diversity partially mediate the relationship between design thinking and creative confidence. The study also found support for the mediating effect of creativity. The findings underscore the importance of integrating design thinking principles into educational curricula to cultivate a culture of innovation and prepare students for the challenges of the 21st-century workforce.
This study compared students' perceived engagement during in-person classes when a pre-determined scheduled break technique (Pomodoro) was used, compared to a faculty-determined break technique where students do not know when a break is planned. A quasi-experimental study was conducted where undergraduate nursing and graduate social work students were taught using the Pomodoro technique (intervention) or the faculty-determined break technique (control) in an in-person 3-hr class. Both student cohorts were exposed to the intervention and control conditions within each course. An optional student engagement and break activity survey was provided at the end of each class. Compared with faculty-determined break days, Pomodoro days were associated with higher scores for curiosity about course content before class (p = .039), understanding of learning outcomes (p = .007), and reflection on learning and personal growth (p = .019) among social work students. Among nursing students, each additional day in the semester was associated with a 2.68 (CI: 1.6, 6.2; p = .021) increased odds in students connecting what they learned to existing knowledge on Pomodoro classes compared to faculty-delivered break classes. Using a previously validated student engagement scale, we coded student and instructor qualitative survey responses. Students most often expressed enjoyment of school life and self-regulated learning. Instructors' responses revealed two subthemes, time management and wishing for Pomodoro, emphasizing how time management may be connected to student engagement. Using pre-scheduled class breaks can potentially benefit higher education student engagement.
Grit and student learning skills, such as their approaches to learning (SAL), play a significant role at the very onset of university studies, as they impact student burnout. The present study contributes to this area of research by examining the associations between grit, SAL, and burnout among first-year students using the study demand-resources (SD-R) model. Specifically, the study investigates the mediating effect of SAL between grit and burnout through a structural equation model (SEM). A total of 648 first-year students participated in this study. The SEM analysis revealed that an unreflective approach negatively mediated the relationship between passion and burnout, suggesting that adopting an unreflective approach may explain why higher levels of passion can lead to a greater risk of burnout. Overall, these findings highlight the importance of supporting student learning by activating their prior knowledge and passion for learning to reduce burnout during the first year of higher education.
The present study explored the study habits and strategies of 469 college undergraduates and their impact on GPA. Study habits that positively correlated with higher GPAs included planning one's study schedule in advance, studying in the morning, and spacing out study sessions. Self-testing was the only reliable study strategy that was positively correlated with GPA; cramming the night before an exam was negatively correlated with GPA. To assess whether study habits and strategies varied across student groups, Latent Profile Analysis was used to identify distinct subgroups. The three groups of learners differed in age, non-traditional student characteristics, and course modality preferences. Younger, moderately nontraditional, online-oriented students were more likely to plan their study schedule. Older, nontraditional students who prefer online learning were less likely to study with their friends. Overall, the present high-powered study of diverse college students demonstrates that learning behaviors vary by student characteristics and are related to grades. Accordingly, instructors must understand their students' needs to provide effective support for their students.
Project-based learning is a student-centered problem-driven approach that can motivate students in higher education to learn and collaborate, and strengthen their learning outcomes. This study examined how students' motivation and collaborative learning were related to their self-reported outcomes of online collaborative project-based learning. An 8-week online project-based mental health course at a Chinese university was implemented. In addition to lectures and workshops during the course, students collaboratively created a final product (i.e., a film analysis report) with group members using WeChat as the communication tool. Survey data were collected from 81 students from 25 groups. Results from a partial least squares analysis showed that students' motivation was positively related to students' perceived outcomes. With respect to students' collaborative learning, four strategies were distinguished. The more students considered others' opinions and challenged others, the more positively they evaluated the outcomes of their collaboration. For the other two strategies, no significant relationships with perceived outcomes were found. Practical implications for teachers and suggestions for further research are provided.
MATH-HACK is an innovative program that integrates a technological hackathon with mathematics instruction for pre-service teachers (PSTs). Based on the TPACK model (Technological, Pedagogical, and Content Knowledge), the program aims to foster active, experiential learning. This study examines the program's immediate contribution to PSTs' learning experience and their acquisition of TPACK components upon completion of the program. In addition, it explores the long-term professional insights PSTs developed over time. The study involved 40 PSTs at one academic institution who participated in an intensive 3-day program: 2 days developing technological-mathematical activities for students with special needs, and a culmination day in which such students came to campus to learn using the developed products. Research tools included interviews and reflective journals, analyzed using a qualitative thematic content analysis that combined both inductive and deductive approaches. The research findings showed PSTs thought the program was focused, practical, and included quality professional support, and enabled collaborative learning. Immediately post-program, PSTs described seeing improvement in their TPACK technological-mathematical component, and over time described their most significant improvement in the technological-pedagogical component, both in terms of knowledge and sense of self-efficacy. Notably, participants expressed strong motivation to continue learning and teaching through hackathon-based formats, viewing this approach as a meaningful and engaging model for professional growth. This study provides new theoretical and practical insights into how technology-enhanced collaborative learning environments can foster pedagogical innovation and support inclusive teaching practices in teacher education. Beyond the specific context of mathematics and special education, the findings offer broader implications for higher education by illustrating how hackathon-based, technology-enhanced active learning designs can be adapted to promote pedagogical innovation, collaborative knowledge construction, and inclusive teaching practices across disciplines and institutional contexts.
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.
